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The Science of Reading

Student ReadingThe National Reading Panel Report of the National Institute of Child Health and Human Development (NICHD, 2000) summarized several decades of scientific research that clearly showed effective reading instruction addresses five critical areas:

  • Phonemic awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension

These five areas were incorporated into the No Child Left Behind Act and the Reading First initiative as essential components of effective reading instruction. Reading First is a federal initiative authorized by the No Child Left Behind Act. The U.S. Department of Education provides Reading First grants to states, which, in turn, award subgrants to eligible school districts that submit approved proposals for how they will apply scientifically based reading research to improve reading instruction and student achievement. The common goal is for all students to be reading at or above grade level by the end of third grade. This goal was established because research strongly indicated that children who are not proficient readers by the end of fourth grade have a much higher probability of never becoming proficient readers.

Phonemic Awareness

Phonemes are the sounds that make up spoken words. For example, in the word “dog”, the phonemes, roughly, are:

  1. Duh (D)
  2. Aw (O)
  3. Guh (G)

In an instructional text this would commonly be illustrated as /d/ /o/ /g/.

Phonemic awareness is commonly defined as the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced. It can include:

  • hearing and producing the separate sounds in words
  • dividing or segmenting words into their component sounds
  • blending separate sounds into words
  • recognizing words that sound alike or different

Phonemic awareness is defined by reading experts as the ability to “focus on and manipulate phonemes in spoken words” (NICHD, 2000). It is considered to be a strong forecaster of a student’s long-term success in reading and spelling.

Phonics

This is the ability to understand that there is a predictable relationship between phonemes (sounds) and graphemes (the letters that represent those sounds in written language) in order to associate written letters with the sounds of spoken language. This is where students begin to build relationships between sounds and letters or letter combinations. While the English language has many irregularities and exceptions to the rules of phonics, students develop a system for remembering how to read words that are not exceptions so that they can read, spell, and recognize words instantly. This system is then used when experiencing exceptions and helps students understand why they are different.

Fluency

Fluency is the ability to read text accurately, quickly, and expressively when reading aloud. Students develop the ability to read as well as they can speak and to make sense of what is being read without having to stop frequently to decode words. Fluency differs from memorization in that students recognize cues about words and phrases and can divide text into meaningful chunks as they develop deeper comprehension.

Vocabulary

Vocabulary is closely tied to reading comprehension. Students increase the stored compilation of words they recognize and understand and can use in conversation and recognize in print. Beginning readers use their oral vocabulary to make sense of the words they see in print, thus expanding their reading vocabulary. Studies have shown a direct correlation between how many words children hear at home, and how well they perform by the 3rd grade. They are constantly building their oral vocabulary early in life. Direct instruction of explicitly taught vocabulary, coupled with word-learning strategies, improves reading fluency and comprehension.

Comprehension

Comprehension is the ability to understand, remember, and make meaning of what has been read. Students who have developed strong reading comprehension can predict, infer, make connections, and analyze what is being read. Before students become independent readers, they are developing comprehension skills during read-alouds and interactions at school and at home with oral and reading vocabulary. As comprehension grows, students become active and purposeful readers, using metacognitive strategies to think about what they are reading and what it means to them.

Review the table below to learn more about each pillar.

Phonemic Awareness Phonics Fluency Vocabulary Comprehension
Phonemes: smallest units of sound with different meanings Graphemes: Letters representing phonemes (sounds) Ability to read words correctly, quickly, and with expression Stored words that are understood and used in conversation and recognized in print Primary purpose of reading, to make sense of what is read
Phonemic awareness: ability to hear, identify, and use phonemes Ability to understand expected relationship between phonemes and graphemes Ability to read and speak well without needing to decode words Closely tied to reading comprehension Promotes analysis and greater purpose to what is read
Strong forecaster of students’ long- term success in reading and spelling Provides system to remember how to read words by pronouncing them based on spelling and sounds Provides motivation to read more and increases comprehension Improves both fluency and comprehension Provides students with incentive to be more active readers

When implementing the five pillars in the classroom, teachers should recognize that it is a process of building the foundational reading skills of the students. It is deeply rooted in a systematic approach to teaching the phonemic awareness to the students as a baseline so they can emerge as readers. Understanding how individual letter sounds blend together to form words, connect as sentences, and evolve into paragraphs that create stories, allows the students to see the science of reading as a continuum. Teachers are able to scaffold the learning at the appropriate age and ability level of the students so they can become active readers who demonstrate skills in fluency, vocabulary, and comprehension.

For students at the earliest stages of learning to read, it all begins with the first pillar. According to the National Reading Panel, phonemic awareness is the critical building block and strongest predicter of future success.

The extent of phonemic awareness needed to contribute maximally to children’s reading development does not arise from incidental learning or instruction that is not focused on this objective.”
(NICHD, 2000, p. 2-33)

Teachers can increase phonemic awareness by focusing on no more than one or two skills at a time. Research shows that trying to teach many different phonemic awareness skills at the same time is not as effective (NICHD, 2000, p. 2-21).

Assignment:

Using the resources provided and your own research, complete the assignment as directed. Be sure to include proper citations for the resources you use, including those provided.

First, choose two of the five pillars as described in this lesson. Provide an example of an activity that you would use to implement each pillar and:

  • Identify the grade levels for which you would implement these pillar activities.
  • Explain how each pillar fits within the parameters of the science of reading.

Next, create your own infographic (e.g., chart, table, graphic organizer) with relevant text and images to highlight each of the 5 pillars. Include the following:

  • The name of each pillar
  • A brief description of each pillar
  • One activity that highlights how to implement each pillar

Once you have completed this work, save a copy in a document in MS Word format (.doc or .docx) and use the tool below to upload a copy of your completed assignment.