Welcome to our Science of Reading Hub. First things first: What is the science of reading? The science of reading is an extensive and vast body of scientific research about reading—how children learn to read and how to teach reading.
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.
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 sign up to get our science of reading e-mail updates.
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: and .
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. Phonics is critical, but phonics alone is not enough to give all students the foundation they deserve.
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.
Instruction, curriculum, and high-quality instructional materials matter. The Superkids solutions from Zaner-Bloser help teachers put the science of reading research into practice.
The Superkids Reading Program is a comprehensive curriculum crafted for grades K–2 using evidence-based literacy practices aligned to the science of reading.
This proven-effective program follows a unique, systematic, and explicit instructional path through engaging, increasingly complex text.
The Superkids Foundational Skills Kit for grades K–2 can supplement any core reading program or complement a balanced literacy framework by providing targeted instruction in foundational literacy skills.
Daily word work includes skill practice and application in decodable text.
The Superkids Phonemic Awareness curriculum for grades K–2 provides 180 daily lessons for building phonological and phonemic awareness skills—plus intervention activities.
Lessons are fun and playful, introduce skills with an I Do/We Do/You Do format, and complement any literacy curriculum.
Ready to go deeper? When schools ask us what research to read and how best to build the staff’s knowledge of the science of reading, we suggest the resources we’ve collected below.
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.
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.
As studies from the fields of neuroscience and neuropsychology have accelerated, significant evidence has mounted underscoring the importance of reading basics for all students.
This three-part Zaner-Bloser webinar series examines the “why,” “what,” and “how” of the science of reading. Learn about brain research, theoretical models of reading development, how evidence should inform instruction, and more.
In this five-part webinar series, we take a closer look at the essential subskills of the language comprehension side of the Simple View of Reading—background knowledge, vocabulary knowledge, language structures, verbal reasoning, and literacy knowledge.
Presenter Kareem Weaver provides a cohesive understanding of what equity in reading instruction looks like today, advocating for major shifts in our mindsets and culture. Educators, families, and other stakeholders must work together.
Early intervention for reading difficulties is critical for students’ future success. In this two-part webinar, we explore the “what” and “why” of using reading assessments for learning and hear lessons from the field.
In this five-part Zaner-Bloser webinar series, presenter Laura Stewart deconstructs Scarborough’s Reading Rope to explore how to effectively and joyfully teach phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Dr. Deb 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 her fourth audio documentary for APM Reports, Emily Hanford tackles false assumptions about reading that have created inequities for U.S. students.
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.
The Reading League’s mission is to advance awareness, understanding, and use of evidence-based reading instruction.
The activities provided are adapted from The Superkids Reading Program and free to use!
Help children understand that spoken language is made up of meaningful units of sounds with these activities. Appropriate for grades K–2.
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.
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.
These activities introduce children to new words that are interesting and useful in discussing texts, their own experiences, and the world around them. Appropriate for grades K–2.