Science of Reading transformed to evidence-based practices
The science of reading is a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing. This research has been conducted over the last five decades and is derived from thousands of studies conducted in multiple languages. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop, why some students have difficulty, and how we can effectively assess and teach. As a result, student outcomes improve through the prevention and intervention for reading difficulties (The Reading League [TRL], 2022). The National Panel of Reading Report in 2000 identified five components in reading instruction necessary for teachers to explicitly instruct: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Although they were identified as pillars, the five components are not separate entities and should not be siloed in instruction. They are critical components in reading instruction and need to be integrated (Cooley, 2024).
As Virginia fully implements the Virginia Literacy Act in 2024, Evidence-Based Literacy Instruction (EBLI) and Science of Reading (SoR) are on teachers’ and parents’ minds from kindergarten through high school. School divisions are adopting literacy programs, teachers are participating in training, and families have an abundance of resources available to them to support their children.
The Virginia Literacy Partnership has collected resources and made them available to families to help their children learn to read and spell and to develop fluency skills when reading. Check out their Family Resources page at this link.
Divisions and schools can select programs from a list of products that the Virginia Department of Education reviewed and approved based on the evidence of how to teach reading. Everyone can access the list of approved Core Instruction K-5 Programs, Intervention and Supplemental Instructional Programs, and a summary of these products at the Virginia Department of Education’s VLA website.
It is important to remember that programs do not teach; teachers do. It is imperative to populate our instructional tool belts with the knowledge and use of evidence-based strategies that are proven to work for students in the five pillars of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Check out the T/TAC at VCU library and resources listed below for EBLI strategies that teachers and families can use to support their students in obtaining the literacy skills needed to be lifelong learners and successful individuals.
Resources
Chahbazi, N. (2020, December 27). How EBLI is different from traditional instruction. Evidence-Based Literacy Instruction. https://eblireads.com/how-ebli-is-different-from-traditional-instruction/
Virginia Department of Education’s Virginia Literacy Act Page
Virginia Literacy Partnership Family Resources
Virginia Literacy Partnership Resources K-3
Virginia Literacy Partnership Resources 4-8
References
Cooley, M. (2024, January 19).Science of reading informed strategies. 95% Group. https://www.95percentgroup.com/insights/www-95percentgroup-com-insights-science-of-reading-strategies/?utm_campaign=Evergreen-Content-FY25&utm_source=email&utm_medium=email&utm_content=science-of-reading-informed-strategies
The Reading League. (n.d.). What is the science of reading? The Reading League.
For more information, contact Diane Lewis ([email protected]), Program Specialist, T/TAC at VCU.
Categories Inclusive Practices, Reading