This document is designed to assist those that are just beginning their journey toward understanding the science of reading. Dr. Mark Seidenberg defines the science of reading “as a body of basic research in developmental psychology, educational psychology, cognitive science, and cognitive neuroscience on reading, one of the most complex human behaviors, and its biological (neural, genetic) bases. This research has been conducted for decades in the US and around the world. The research has important implications for helping children to succeed, but it has not been incorporated in how teachers are trained for the job or how children are taught.”

As you may be painfully aware, the science of reading has NOT been incorporated into most teacher training programs. In order to help with this process, I have curated resources to help you on your science of reading journey. Understanding the “why” you are doing a certain practice is just as important as knowing “how”. Finally, I want to applaud you for taking this step in your teaching career. I know it may be difficult; you may even become angry because you have not been taught this information in your undergraduate and graduate programs or even your advanced certifications for reading. But every journey begins with a first step. Thanks for taking the first step on this journey.

Click below for a list of some suggested resources and paths to follow to help you understand and implement the science of reading in your classrooms, no matter which grade you teach.

Click Here for Beginner Resources

"The body of work referred to as the “science of reading” is not an ideology, a philosophy, a political agenda, a one-size-fits-all approach, a program of instruction, nor a specific component of instruction. It is the emerging consensus from many related disciplines, based on literally thousands of studies, supported by hundreds of millions of research dollars, conducted across the world in many languages. These studies have revealed a great deal about how we learn to read, what goes wrong when students don’t learn, and what kind of instruction is most likely to work the best for the most students."

-Dr. Louisa Moats