The science of reading: What is it?

Have you heard your child’s teacher or other educators mention “the science of reading?” Is it a new concept, and what does it entail?

Reading instruction has been a hot topic in education for years. What is the best approach? How should we teach reading?

Many people express opinions like, “We just need to let students read!” Statements like these are likely familiar to you. It often seems that the more we learn, the less we understand. What works wonders for one group may have little impact on another, making finding that “just right” approach challenging. Each person learns and processes information differently, so the idea that “I teach how I learn” does not mean all students will grasp the material if it is not presented in a way that aligns with their learning styles.

There are two main approaches to instruction: “the art of teaching” and “the science of teaching.”

In the art of teaching, educators present information to the class in a structured and engaging manner. The information provides the foundation for the student’s understanding of the subject being taught. Once learners grasp the concepts, they are tasked with applying their knowledge to complete specific assignments or projects.

This teaching style emphasizes the responsibility for effectively understanding of these tasks lies with the learner. As students navigate the process, they develop their critical thinking ability and independence, allowing them to take ownership of their educational journey.

In contrast, the science of teaching focuses on presenting information, then evaluation of students’ understanding of the material. If a student struggles to master a skill, additional support is provided. Educators need to take the time to step back, reteach, and check for understanding before moving on to the next lesson. There can be no assumption that students have gained complete knowledge as they progress in the curriculum.

While there is a fine line between these two approaches, recognizing their differences is essential. These distinctions can lead to more significant debates in education. Have you heard your child’s teacher or other educators mention either of these approaches? Hopefully, this will help broaden the understanding and, therefore, align with the best teaching approach for the students.

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Scott Smith has been in education for more than 40 years. Smith currently lives with his wife in Mosier and serves on the Board of Decoding Dyslexia of Oregon.