More than four decades of peer-reviewed research from educational psychology, cognitive science, developmental psychology, implementation science, and neuroscience informs our understanding of reading development and instruction. This large body of scientific evidence is known as the Science of Reading . While researchers have proposed several models of how students learn to read, they all agree that effective instruction requires systematic, explicit teaching of two types of skills— code-focused (phonological awareness, decoding and spelling, and sight recognition) and meaning-focused (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge).
Skilled Reading
Fluent execution and coordination of word recognition and text comprehension.
*Adapted from Scarborough, H. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice, pp. 97–110 in S. B. Neuman & D. K. Dickinson (Eds.) Handbook of Early Literacy Research . NY: Guilford Press.
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