The Science of Reading vs. Balanced Literacy: Why It Matters More Than Ever
I’ve spent over a decade teaching in urban classrooms, working with kids from low-income backgrounds, including many with dyslexia and other reading challenges. One thing has become crystal clear: how we teach reading determines who succeeds and who struggles. Unfortunately, too many schools have relied on ineffective methods for years, leaving countless children behind. The debate between The Science of Reading and Balanced Literacy has shaped classrooms for decades. But this isn’t just an academic argument—it’s a question of equity and educational justice. If we know what works, why aren’t we using it?
What is the Science of Reading?
The Science of Reading (SOR) isn’t just a buzzword—it’s a body of research spanning over 50 years that explains how the brain learns to read. Unlike learning to speak, which happens naturally, reading requires explicit instruction. SOR is built on structured literacy, an approach that includes phonemic awareness (understanding individual sounds in words), phonics (connecting sounds to letters), fluency (reading smoothly with accuracy and speed), vocabulary (knowing the meaning of words), and comprehension (understanding what you read). These five components, first identified in the National Reading Panel’s 2000 report, form the foundation of evidence-based instruction. SOR emphasizes direct, systematic phonics instruction, making it especially effective for struggling readers and students with dyslexia.
One success story? Mississippi. After shifting to SOR-based instruction, the state led the nation in reading gains on the 2019 National Assessment of Educational Progress (NAEP). If we know this approach works, why are some schools still using outdated methods? Explore how the Science of Reading works with this comprehensive guide.
What is Balanced Literacy?
Balanced Literacy (BL) sounds good on paper. It promises a mix of phonics, reading strategies, and student choice. Developed by Lucy Calkins, it includes mini-lessons (short direct instruction), guided reading (small group instruction with leveled books), independent reading (students choose their own books), and shared reading (reading with a teacher). At first glance, this approach seems reasonable—it’s called “balanced” after all. But there’s a huge flaw: BL does not provide enough explicit phonics instruction, leaving students to “guess” words rather than decode them.
A key problem is the three-cueing system, which encourages kids to use pictures, context clues, and first letters to figure out words. But guessing is not reading. Skilled readers decode words, not guess based on pictures. Many states are now banning three-cueing in favor of SOR-based instruction because the research is clear: phonics, not guessing, builds skilled readers. Why phonics matters more than balanced literacy.
The Key Differences: Science of Reading vs. Balanced Literacy
| Feature | Science of Reading | Balanced Literacy |
|---|---|---|
| Main Focus | Systematic phonics instruction | Exposure to books & reading strategies |
| Teaching Approach | Direct, explicit instruction | Indirect, student-led learning |
| Decoding Strategy | Phonics-based | Three-cueing (guessing) |
| Best for Struggling Readers? | Yes—designed for all learners | No—does not support dyslexic students |
| Backed by Research? | Yes—decades of neuroscience & literacy research | No—relies on outdated theories |
This table makes it clear why SOR is the better choice. Balanced Literacy leaves too much to chance, while SOR ensures that every student gets the tools they need to succeed.
Why Balanced Literacy Fails Struggling Readers
I’ve taught plenty of students who memorized words instead of decoding them. These kids did fine in kindergarten and first grade, where books repeat the same words over and over. But by second and third grade, they hit a wall. One student, Malik, was a great guesser—until he wasn’t. When the words got harder and the pictures disappeared, he struggled. Malik needed structured phonics instruction, not strategies that encouraged guessing. Unfortunately, by the time we switched approaches, he was already falling behind. The most at-risk students suffer the most under Balanced Literacy. Students with dyslexia, English Language Learners, and kids from low-income backgrounds all need explicit instruction. The science is clear: phonics instruction reduces reading failure. Give struggling readers the support they need with structured literacy programs.
The Shift to Science of Reading: A National Movement
The good news? More and more states are banning Balanced Literacy in favor of SOR-based instruction. As of 2024, 38 states and Washington, D.C. have passed laws requiring evidence-based reading instruction. Some of these policies include banning three-cueing (e.g., North Carolina, Tennessee), requiring teacher training in structured literacy (e.g., Texas, Ohio), and providing funding for decodable books and phonics-based programs. One teacher in Tennessee told me that after switching to SOR-based instruction, more students than ever passed the state’s third-grade reading test. This shift is proof that science-based instruction works. See how structured phonics instruction is changing classrooms across the country.
How Parents and Teachers Can Support the Science of Reading
If we want to close the literacy gap, we need both schools and families to embrace evidence-based instruction.
For Teachers
- Use decodable books, not leveled readers
- Teach systematic phonics explicitly (not through mini-lessons)
- Stop using the three-cueing system and focus on decoding
- Advocate for professional development in structured literacy
For Parents
- Choose decodable books instead of predictable texts
- Practice phonics games and word-building activities at home
- Ask your child’s school if they use SOR-based instruction
- Push for phonics-based interventions if your child is struggling
Reading is an equity issue, and we can’t afford to let outdated methods hold kids back.
Conclusion: The Future of Literacy Instruction
The Science of Reading isn’t just a trend—it’s a revolution. We now know what works, and we have the data to prove it. If we want to give every child a fair shot at success, we need to ditch ineffective strategies and fully embrace structured literacy. Balanced Literacy has had its time, but it failed too many kids. It’s time to move forward—with evidence, with science, and most importantly, with a commitment to teaching every child to read.
If you’re ready to make the shift to evidence-based reading instruction, check out these SOR-aligned resources:
📖 Complete Decodable Curriculum
📖 Science of Reading Decodable Texts
📖 Orton-Gillingham Materials Workbook
It’s time to stop the guessing and start the real teaching. Our students deserve nothing less.