Science of Reading First Steps

1. Science of
Reading:
Transforming
Literay
Instruction
Rizalina C. Labanda

2. • Present Day
History of the Reading Wars
- Ongoing debate between
structured and balanced
literacy
• 2019 - Publication of Emily
Hanford’s article, “At a Loss
for Words”
• 2000s - Balanced literacy gains
traction
• 2000 - The National Reading Panel
issues its report

3. An ideology
A philosophy
A political agenda
A one-size-fits-all approach
A program of instruction
A specific component of
instruction
Science of Reading is not
Louisa Moats

4. Science of Reading revealed a great deal
about:
 How we learn to read
 What goes wrong when students don’t
learn
 What kind of instruction is most likely
to work the best for the most
students.

5. SoR: Where it Started
• National Reading Panel (NRP)
 Published a pivotal report on reading in
year 2000.
 Many professors, department of
education, publishers, and authors
IGNORED IT.
 This information was not filtering down
to those who needed it most: TEACHERS.

6. sOr: Where it is now?
Emily Hanford
• APM reports reporter
• A major contributor to
why SoR is gaining so
much traction recently.

7. The Science of
reading: 8
Simple Steps you
can take

8.  Gradually learn all you can about
the SoR.
 Read books, listen to podcasts,
watch webinars, participate in PD
trainings.
 Every students deserves a teacher
knowledgeable about the Science
of Reading.
1. Learn

9.  A guessing strategies not
reading strategies,
 No research to support
 We want our students to keep
their eyes on the words, to
process each letter, and to
decode from left to right. NO
GUESSING.
2. Stop using the 3-cueing
system

10. • Predictable text creates ineffective habits
that are hard to break and will lead to
reading failure.
• Decodable books are filled with sounds
and words they have been taught and
are able to decode.
• Once students have a solid foundation in
phonics, you can move to regular trade
books.
3. Replace predictable texts with
decodable texts

11.  Research supports a systematic and
explicit phonics approach.
 Be proactive and move through a set
scope and sequence that leaves
nothing to chance.
 There in no one correct sequence of
skills, look for a sequence that starts
with simple concepts and moves to
more complex ones.
4. Teach phonics explicitly and
systematically

12.  Make sure to spend time on PA in the
classroom.
 Embed this practice within phonics
lesson and spend a few minutes
before your lesson on these skills.
 Research supports about 6 minutes a
day on phonemic awareness
activities.
5. Encourage phonemic
awareness

13.  Surround your students with beautiful
texts, conversations, and read-alouds.
 Never neglect the language
comprehension side of reading
instruction.
 We can beef up this instruction by
explicitly teaching vocabulary words and
being intentional about the concepts and
subjects we teach in connection with our
6. Build vocabulary and background
knowledge

14.  Reach out to others at your
school or district for help and
support.
 Take a quality training
together, create a science of
reading book club.
7. Create a support network

15.  SoR community: When we know
better, we do better.
 Show compassion for yourself and
others.
 Don’t dwell on past mistakes but use
these feelings to propel yourself
forward and do the best you can.
8. Have mercy

16. In conclusion
“Teaching our students to read is one of
the most powerful gifts we can give
them! Try not to be overwhelmed as you
begin to dive into all the resources
available. Just put one foot forward at a
time and know that you are changing
lives with each step you take!

17. The Science of
reading: First
Steps
Rizalina C. Labanda
Thank you!