At Zaner-Bloser, we recognize that each educator is at a different point in their journey to understand—and practice—the science of reading. The resources we have collected here in our Science of Reading Hub are meant to help you get to know the research and the concepts on your own terms.
They are also meant to be shared and discussed. If you are championing the science of reading in your professional learning community, school, or district, we encourage you to use these videos, white papers, and other resources and to contact us for more information.
A vast body of research evidence collected over the past 40+ years—the science of reading—is both overwhelming and compelling. We know what it takes for reading development to occur.
This research reveals what happens in the brain during reading and what needs to take place instructionally to enable skillful reading. Two prominent theoretical models help us start to make sense of how children learn to read: The Simple View of Reading and Scarborough’s Reading Rope.
Reading is not hard-wired in the brain, and the neural pathways involved must be developed through successful instructional experiences.
Gough and Tunmer’s model explains that reading comprehension is a product of decoding and language comprehension, both of which are necessary.
This model illustrates that as decoding subskills become increasingly automatic and language comprehension subskills become increasingly strategic, skilled reading occurs.
Reading is the single most important skill—the foundation—for all future learning. Failure to read on level by third grade impacts negatively on future academic success as well as on social and emotional development.
Watch Emily Hanford, senior correspondent at American Public Media, describe her reporting on issues of equity, reading achievement, and phonics at our Literacy for All Symposium in Denver, Colorado.
In her audio documentary Hard Words, Hanford addresses why systematic phonics is necessary in early reading instruction.
In early reading, the Matthew effect holds true: The rich get richer and the poor get poorer. Learning to decode is the edge disadvantaged students need.
Hanford describes the premise of her At a Loss for Words audio documentary: To be equitable, adding phonics instruction is not enough if cueing instruction remains.
Scientific research in the fields of education and neuroscience supports that teaching reading in the primary grades is the most urgent task in education today. Here are our top 10 reasons why, along with the best way to support teachers and students in this effort.
Use our free resources and videos to deepen your knowledge of the scientific research on reading and explore the organizations and content we recommend for further learning. Share these resources with colleagues, leaders in your school or district, and families looking to support their young readers.
Watch Dr. Deb Glaser, president of The Reading Teacher’s Top Ten Tools, present the conceptual and procedural knowledge reading educators need at our Literacy for All Symposium in Denver, Colorado.
Dr. Glaser defines conceptual and procedural knowledge and introduces four conceptual models of how children learn to read, which inform teaching procedure.
See how the five components of reading—phonemic awareness, phonics, fluency, vocabulary, and comprehension—map onto the Simple View of Reading and how this model informs instruction.
Scarborough’s Reading Rope elaborates on the Simple View and illustrates the complexity of learning to read, which can be applied to procedures in the classroom.
See how the orthographic, phonological, meaning, and context processors activate in the brain during reading and what this model means for intervention.
How do children develop reading through the pre-alphabetic, partial alphabetic, full alphabetic, and consolidated phases of word recognition during reading?
When teaching the foundational skills for reading, the best way to teach them is explicitly and systematically. Dr. Glaser shares seven practices to look for in reading classrooms.
With evidence-based instruction, nearly everyone can learn to read. We must rely on the vast body of research—the science of reading—to determine what to teach and how.
Help children understand that spoken language is made up of meaningful units of sounds with these activities. Appropriate for grades K–2.
Emily Hanford made waves with her 2018 report about many educators’ lack of knowledge of the science of reading, balanced literacy, and the reading wars.
This three-part Zaner-Bloser webinar series examines the “why,” “what,” and “how” of the science of reading.
The roadmap for teaching children to read begins with the foundational skills: oral language, vocabulary, print concepts/letter knowledge, phonological and phonemic awareness, phonics, and fluency.
The International Dyslexia Association created an infographic to make the six elements and three principles of structured literacy easier to understand.
Provide practice to build children’s phonemic awareness—the understanding that a word is made up of a sequence of small units of sounds. Appropriate for grades K–2.
With her fourth audio documentary for APM Reports, Emily Hanford tackles false assumptions about reading that have created inequities for U.S. students.
As studies from the fields of neuroscience and neuropsychology have accelerated, significant evidence has mounted underscoring the importance of reading basics for all students.
These activities reinforce the correspondence between individual sounds in words (phonemes) and the letter(s) that stand for each sound. Appropriate for grades K–2.
Led by Dr. Deb Glaser, The Reading Teacher’s Top Ten Tools provides an online reading professional development course accredited by the International Dyslexia Association.
The Reading League’s mission is to advance awareness, understanding, and use of evidence-based reading instruction.
Emily Hanford reports how teaching children to use cueing strategies to read persists in the U.S., despite their lack of basis in research.
What steps can educational leaders take to get ahead of reading failure? The answer lies in prevention.