Contextualizing the Science of Reading
“We want teachers to have that repertoire of different approaches so that they can tailor their pedagogy to the particular strengths and needs of individuals. You know, kids differ from one another, and those individual differences are very real, as we know, and a sort of a highly generalized, one-size-fits-all approach is never going to make it.”
— David Pearson
The "science of reading" has sparked lively debate across education, as researchers, educators, and policymakers wrestle with how best to teach children to read. At its core, the science of reading draws on decades of cognitive and neurological research, pointing to the importance of systematic phonics instruction. However, critics argue that this framing can be too narrow, overlooking the social, cultural, and linguistic diversity of students. They advocate for more holistic, meaning-centered approaches that consider students' identities, communities and lived experiences. The conversation is complex—and ongoing—as educators seek evidence-based methods that also honor the rich literacies students bring with them to the classroom.
Here are three episodes featuring the science of reading as a central topic of conversation.
Here are three discussion questions we invite you to consider after listening to the episodes:
How did each guest define or challenge the concept of the “science of reading,” and what implications does that have for classroom practice?
What challenges or opportunities do you experience as you navigate the tensions between district mandates, curriculum policies, and the needs of the students in your classroom?
How did the episodes prompt you to reflect on how race, language, and culture show up in your own reading instruction? What shifts in ideas or practice, if any, might you consider making?