Connecting Early Literacy and the Science of Reading

The ability to read and comprehend written language opens doors to knowledge, creativity, and personal growth. However, not all approaches to teaching reading are evidence-based. That’s where the Science of Reading comes in. It’s a comprehensive framework rooted in cognitive science and linguistics that provides concrete information about how we learn to read and how to effectively teach this vital skill.

At its core, the Science of Reading involves a deep understanding of the cognitive processes involved in reading. Rather than relying heavily on memorization and guessing, the Science of Reading identifies systematic and explicit instruction in phonics, phonological awareness, vocabulary, fluency, and comprehension to be the key aspects of literacy development. But just how is early literacy connected to the Science of Reading principles?

Early literacy (birth through to 5) builds the foundation of children’s future academic success. During this critical developmental stage, children absorb language and build the neural pathways necessary for reading and language comprehension. Research indicates that the quality and quantity of language exposure during children’s early  years significantly impact their language skills and reading abilities as they grow.

The Science of Reading emphasizes the importance of early intervention and instruction in foundational reading skills. Educators and families support young learners to acquire the skills they need to become proficient readers by explicitly teaching them how sounds correspond to letters (phonics), helping them recognize and manipulate sounds in words (phonological awareness) and exposing them to new vocabulary,

But the Science of Reading is about much more than just how to teach literacy skills. It also emphasizes the need to use  practices grounded in research. Rigorous studies have consistently shown that systematic phonics instruction, coupled with explicit instruction in other key components of literacy improve reading outcomes for all students, regardless of background or ability level. Furthermore, early literacy interventions informed by the Science of Reading have been shown to be particularly effective for children deemed “at risk” for reading difficulties (e.g., dyslexia or other learning disabilities).

Early literacy and the Science of Reading are connected because both attribute to children’s literacy foundation, upon which their lifetime of literacy skills is built. By prioritizing evidence-based practices and providing children with the support they need to develop strong foundational reading skills, we can unlock a world of opportunities for them. Embracing the Science of Reading supports every child’s journey  to becoming a proficient and confident reader!