Science of Reading
The key principles behind effective reading instruction
The science of reading (SoR) represents a body of scientifically-based research that reveals the core components of effective reading instruction. The science of reading does not represent a single theory or method, but a compilation of research that informs educators on best-practices for teaching reading.
The research is frequently referenced by educators and visually represented by the Five Pillars of Reading, Scarborough’s Reading Rope, and the Simple View of Reading.
Beyond these research-based illustrations, author and educator Kristina Smekens further clarifies the research using the “Reader Voices” and “Islands of Literacy.”
The Five Pillars of Reading
Recent educational research reinforces the five pillars of reading instruction identified by the National Reading Panel in 2000. The pillars represent the five essential components to effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Although the newer research results are not different, they have refined the importance of foundational skills related to word recognition and specifically decoding.
At first glance, the five pillars imply each is a separate and unrelated factor in effective reading instruction. However, in reality, there is an intertwining connection among the pillars that requires a strong and systematic approach to instruction.
The Reading Rope
This intertwining connection of the five pillars is perhaps better illustrated through the well-known and research-based Scarborough’s Reading Rope, which more precisely illustrates how different aspects of reading work together simultaneously.
Word recognition forms the foundation, allowing readers to decode the sounds on the page. As readers become more fluent, they effortlessly decode words, freeing up mental resources to interpret the meaning behind those sounds.
Skilled reading develops as automaticity improves, allowing readers to navigate increasingly complex texts with strategic thinking.
The Simple View of Reading
The interdependence Scarborough depicted in the Reading Rope is also illustrated within the Simple View of Reading.
According to the formula, word recognition multiplied by language comprehension produces a proficient reader. Since the relationship between word recognition and language comprehension is multiplied, it is important to acknowledge that reading instruction cannot be focused on just word recognition or just language comprehension. Effective reading instruction must include both.
Reader Voices
Scarborough’s Rope and the Simple View of Reading include two main components: decoding and comprehending. Although teachers want to introduce these two facets to students, these visuals are too complex for most students to understand. To help students grasp the reading process and create a foundation for using comprehension strategies, the Reader Voices visuals provide a concrete illustration of the invisible activity that occurs in a student’s head while reading.
The Reading Voice, depicted by a speech bubble on a green sign, decodes the text; it recognizes letters, words, visuals, and sounds. The Thinking Voice, depicted by a thought cloud on a yellow sign, interprets or explains what each means.
The Reading Voice speaks loudly. But the Thinking Voice whispers. With this in mind, readers have to be intentional about listening for their Thinking Voice. Too often students think that by simply saying all the words, they will understand what the text is about.
Introducing the two reader voices to students helps them recognize that readers are thinkers.
While it may seem like an obvious skill, visibly showing students how to read the words and simultaneously think—even while reading multimodal texts—provides a foundation for using complex comprehension strategies.
The Islands of Literacy
This final graphic incorporates the Reading Voice and Thinking Voice while identifying the five reading components all within a single visual—the Islands of Literacy.
Notice the green speech bubble below the Island of Decoding. This represents the phonemic awareness and phonics skills achieved with the Reading Voice that pronounces words. Students learn to decode words based on the sounds that letters make. This lays the groundwork for building strong readers.
However, successful readers can’t take up residence on the Island of Decoding. As readers become more fluent, they shift their focus from simply sounding out words to actively thinking about what they mean. Within this same illustration, notice the yellow Thinking Voice, lying under the Island of Comprehension. It accounts for the needed vocabulary knowledge and comprehension strategies.
The two islands are connected by the Bridge of Fluency—which is the fifth component of reading instruction. Fluency closes the gap between decoding the words the author wrote (Island of Decoding) and the ideas he is trying to convey (Island of Comprehension).
This explanation of the Islands of Literacy is not just for teachers. In fact, using the Islands of Literacy directly with students provides a visual and concrete way to explain the abstract reading process.