The science of reading is a field of research that seeks to understand how we learn to read and how we can improve reading outcomes for all students.  It draws on a range of disciplines, including cognitive psychology, linguistics, neuroscience, and education to examine the complex processes involved in reading.

The foundational skills for learning to read include phonological awareness, phonics, fluency, vocabulary, and comprehension.  In this series of posts, we are going to examine how the science of reading and these foundational skills have informed the development of the LitART LEARN Literacy Curriculum and HELP Foundations Learning to Read Curriculum.  We will look into how reading achievement is assessed and why it has remained stagnant for so long.  Finally, we will offer solutions to help students, teachers, nonprofits, schools, and parents come together to boost literacy achievement.

Why does the science of reading matter?  For starters, reading is a crucial foundation for learning.  However, not all children develop strong reading skills easily.  In fact, according to the National Assessment of Educational Progress, only about 35% of fourth-graders are proficient readers.  Children who struggle to read are at risk of falling behind in other subjects, which can have long-term consequences for their academic and professional success.  Moreover, reading is a critical tool for navigating the world around us, from following instructions on a medicine bottle to understanding news articles.

By applying concepts from the science of reading we can improve improve reading outcomes for all students, but it requires a deep understanding of the complex processes involved in reading.  The better we understand common reading difficulties, evidence-based interventions to support struggling readers, how the brain processes language, and the social emotional influences on learning, the more prepared we will be to help students of all ages and abilities become confident lifelong readers and writers.