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Session 3 of 6

The Science of Reading: What Every Teacher Needs to Know

Now that we understand how the brain learns to read and what pre-reading skills matter, it's time for the how. This session unpacks the core components of evidence-based reading instruction, the pillars, the phonics scope and sequence, and the strategies that bring them to life.

What does the research say actually works?

How do we turn evidence into everyday classroom practice?

The Big Picture

What Is the Science of Reading?

The science of reading is a large, interdisciplinary body of research drawn from cognitive psychology, neuroscience, linguistics, and education. The key takeaway: reading is not natural, so it must be explicitly taught through systematic, structured instruction that aligns with how the brain actually learns.

The Framework

The Five Pillars of Reading Instruction

These pillars build on one another. Mastery of earlier skills supports success with later ones. Tap each pillar to see what it means.

1
Phonemic Awareness
Sounds only, no letters yet
Hearing and manipulating individual sounds in spoken words. This is the foundation everything else builds on.
In Practice
Songs and oral games Verbal sound play No print involved
Why It Matters for You

Why Teachers Need the Science of Reading

Let's Test Our Knowledge

Phonics Knowledge Check

Read each item, think it through, then tap to reveal the answer. This is a self-check, not a test, so take your time.

0 of 12 revealed
Reference

Phonics Glossary

A quick-reference glossary for the terms behind the quiz above. Tap any term to see the rule and examples.

The C Rule: followed by a, o, or u, c makes the hard /k/ sound (cake, cosmic, cute). Followed by e, i, or y, c makes the soft /s/ sound (celebrate, circus, cycle).
The G Rule: followed by e, i, or y, g often makes the soft /j/ sound (gentle, giraffe, gym). Followed by a, o, or u, g usually makes the hard sound (garden, go, gum).
Blends are two or more consonants whose sounds blend together, with each sound still heard: bl in black, fr in frost, sk in sky.
Digraphs are two letters that make one distinct sound: ch in children, th in thank, ng in sling.
Vowel digraphs are two vowels making one sound: ee in sleep, ea in each, oa in coat.
Diphthongs glide between two vowel sounds: oi in oil, ow in flower, ou in out. Schwa is the soft uh sound, as in the a in about or the o in mother.
A vowel before the letter r is usually neither long nor short, it gets swallowed by the r sound.
Examples: person, fir, car, player, herself.
CVC: vowel between two consonants, usually short (sat, run, pen). CV: consonant then vowel, usually long (be, go, so).
VCe: vowel-consonant-silent e, first vowel is long (cape, rope, kite). CVVC: two vowels together, first is long, second silent (toad, fleet).
The onset is the sound before the vowel, the rime is the vowel and everything after it: tr and im in trim.
There are 37 common word families (ack, at, ide, ock, ain, unk, ick, ump, and more) that build nearly 500 primary-level words.
High-frequency words that often don't follow regular phonics rules and need to be recognized instantly.
Examples: the, and, you, have, his, was. Automatic recognition frees up brainpower for comprehension.
Breaking multisyllabic words into prefix, root, and suffix to work out meaning.
Example: unbelievable breaks into un / believe / able.
Where Phonics Comes to Life

Decodable Texts

Decodable texts align with the phonics skills students have already been taught, letting them apply what they know and build real reading confidence.

What Makes One Effective
Familiar phonics patterns already taught Repetitive, predictable language Not too hard, not too easy Gradual complexity Familiar vocabulary and sight words
Words and Meaning

Tiers of Vocabulary

Strong vocabulary unlocks meaning and supports speaking, listening, reading, and writing. Tap each tier.

Understanding Text

Comprehension Strategies

Comprehension is not something we wait to teach, it is something we build from day one, even before children can decode independently. Tap each strategy for a sample prompt.

Encourages curiosity and anticipation.
Try: "What do you think will happen next?"
Deepens engagement and understanding.
Try: "Why did the character do that?"
Builds mental imagery that supports memory.
Try: "What do you see in your mind?"
Helps children identify key ideas and structure.
Try: "What was this story mostly about?"
Supporting Every Learner

Tools for Deeper Thinking

Graphic Organizers
Story maps Sequencing charts Venn diagrams Cause and effect charts KWL charts
Sentence Stems to Scaffold Discussion
"I think ___ because ___." "This reminds me of ___." "I agree / disagree with ___ because ___."
Final Takeaway

We Build Comprehension From the Start

Comprehension isn't something we wait to teach, it's something we grow through language, stories, and meaningful interaction from day one: rich oral language, explicit strategy instruction, discussion and reflection, and visual and sensory supports, woven throughout the day, not just during reading time.

Check Your Knowledge

Apply What You've Learned

The Scenario
You've introduced a new phonics routine with decodable texts, but some students still struggle to transfer their phonics knowledge to independent reading. Others seem bored or disconnected from the material.
How can you ensure that phonics instruction is both systematic and responsive to student needs?
What role do decodable texts play in developing fluency, and how can you choose or create texts that are meaningful and engaging?
What does it look like to explicitly teach vocabulary and comprehension strategies even while students are still learning to decode?
How can you ensure your instruction reflects the full breadth of the science of reading, beyond just phonics?

This space is just for you. Nothing here is saved or shared, so write freely.

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Connected Literacy
by Yolande Robinson, M.Ed.  ·  Learn & Lead Educational Center