Reading is a cornerstone of academic success, yet many students face challenges in developing strong reading skills. Research in the science of reading has identified how the brain processes print, speech sounds, language, and meaning while reading. By understanding these connections, educators can provide effective instruction that supports all learners, especially struggling readers.
Unlike with speaking, the human brain is not hardwired for reading—it’s a skill that must be explicitly taught. Learning to read involves building specialized neural pathways that connect print, sounds, language, and meaning, allowing individuals to decode and comprehend text automatically and effortlessly. This process can be tough for struggling readers, but targeted instruction can change how their brains process language, enabling them to read more efficiently.
Frameworks like the Simple View of Reading and Scarborough’s Reading Rope offer insight into how reading skills develop. The Simple View emphasizes that reading comprehension is the product of two essential components: word recognition and language comprehension. A weakness in either area can hinder a student’s ability to understand text.
Expanding on this idea, Scarborough’s Reading Rope illustrates how proficient reading requires the integration of word recognition skills—like phonological awareness and decoding—with language comprehension skills, including vocabulary, background knowledge, and verbal reasoning. As these skill sets become automatic and tightly woven, students transition from learning to read to reading to learn.
Rooted in the science of reading, Structured Literacy offers a reliable, evidence-based approach to literacy instruction that systematically teaches phonemic awareness, phonics, fluency, vocabulary, and comprehension–equipping students with the foundational skills to become successful readers.
Research-backed practices for developing word recognition include using letters alongside sounds to teach phonemic awareness; explicit instruction on word structure, syllable types, and morphology to help students understand how language works; and reading decodable texts that align with word-level skills to build fluency and comprehension. Unsupported practices like teaching students to rely on context clues, picture cues, or visual memorization are not supported by scientific evidence and can lead to guessing rather than genuine reading development.
Language comprehension also plays a vital role in reading development. Evidence-based practices like read alouds with rich, complex texts expose students to new vocabulary and ideas, while meaningful discussions help deepen understanding. Integrating explicit grammar and vocabulary instruction into reading activities ensures students are building comprehension skills in context. Conversely, unsubstantiated strategies like relying solely on leveled texts that match students’ independent reading levels or teaching comprehension skills in isolation may fail to provide the depth needed to develop proficient readers.
Implementing Structured Literacy within a Multi-tiered System of Supports (MTSS) or Response to Intervention (RTI) framework allows schools to address reading challenges proactively. Both models involve universal screening to identify at-risk students early and provide targeted interventions before learning gaps widen.
These systems include three tiers of support: Tier 1 focuses on prevention through high-quality, Structured Literacy instruction for all students in general education settings. Tier 2 offers small-group interventions aligned with Tier 1 instruction for students who struggle with specific reading skills. Tier 3 provides intensive, individualized interventions for students with significant reading deficits.
Programs like Fundations®, Just Words®, and the Wilson Reading System® are designed to meet students’ diverse needs across all tiers of instruction. In the Tier 1 setting, Fundations for grades K-3 builds foundational decoding and language comprehension skills through explicit, multimodal instruction. Fun in Focus™ offers additional practice for Fundations Tier 2 students to reinforce essential reading skills, ensuring consistency between classroom instruction and small-group support. For older students in grades 4–12, Just Words offers targeted Tier 2 word-level instruction to address mild-to-moderate decoding and spelling deficits.
For students who require intensive Tier 3 support, the Wilson Reading System® provides a highly structured approach to word-level decoding, fluency, and comprehension, especially for those with dyslexia or significant reading difficulties. This individualized instruction helps students build the skills necessary to become proficient readers.
There is no skill more critical to a child’s future than reading. By embracing evidence-based strategies and proven programs, educators can provide all students with the tools and support they need to become confident, independent readers ready for a lifetime of learning. Let’s make literacy success a reality for all!