Amid the growing emphasis on evidence-based education, the "Science of Reading" movement is transforming early literacy instruction in the United States. Science of Reading encompasses a body of research that investigates how the brain learns to read. Drawing from fields such as cognitive psychology, linguistics, and neuroscience, this research emphasizes explicit, systematic instruction in phonics, decoding, and language structure. The goal is to align teaching methods with the way children process written language, providing a more inclusive and effective approach that addresses a broad range of learning needs. By grounding literacy instruction in these evidence-based strategies, advocates aim to improve outcomes for all students and bridge disparities in reading achievement.[CC1]
This shift toward the Science of Reading is gaining traction, driven by widespread poor performance, and is compelling action among legislators. The urgency for reform has only intensified, with nearly 40% of fourth graders—disproportionately from marginalized backgrounds—failing to meet basic reading proficiency. The pandemic exacerbated these disparities, underscoring the need for effective, science-based literacy instruction. Science of reading bills, increasingly passed at the state level, focus on training teachers in evidence-based practices like phonics, decoding, and fluency, which experts estimate could help over 90% of students achieve reading proficiency. These initiatives are pivotal in equipping educators to meet the needs of diverse learners and close persistent literacy gaps
Over the past decade, 40 states and the District of Columbia have passed laws or implemented new policies related to evidence-based reading instruction. These policies focus on key aspects of instruction, including teacher training and development, curriculum standards, and interventions for struggling readers. Mississippi's success with such reforms, beginning in 2013, is a frequently cited example: the state implemented comprehensive policies for teaching reading and preparing educators, which led to notable gains in students' reading scores on the National Assessment of Educational Progress by 2019.
As more states adopt the Science of Reading approach, the potential for improved literacy outcomes becomes more widely accessible. These policies seek to align teaching practices with interdisciplinary research on reading, with the aim of reaching diverse student needs across various demographics. A central challenge, however, is the consistent implementation and sustained support of these initiatives to ensure all students develop foundational literacy skills. The momentum surrounding the Science of Reading reflects a response to observed educational disparities and a drive to establish effective, research-based literacy instruction across school systems.
This information was compiled by Tyler Knolhoff, Legislative Issue Manager, and Constantine Costidis, Senior Director, Legislative Information Services.