The Absolute Truth About the Science of Reading
If you’ve ever found yourself asking, “What is the Science of Reading approach?” or “Why is the Science of Reading important?”, you’re not alone. Teachers, parents, and even policymakers are finally waking up to a hard truth: the way we’ve been teaching reading in the U.S. hasn’t worked—for decades.
And here’s the kicker: the Science of Reading isn’t new. It’s just finally getting the spotlight it deserves.
As someone who’s spent over a decade in classrooms helping struggling readers, I’ve seen firsthand how a Science of Reading–based approach—specifically Orton-Gillingham—can change everything. Not just for students with dyslexia, but for every student.
So let’s break it down. What is the Science of Reading? Why does it matter? And how can you use it to make sure your students actually learn how to read—not just memorize words?
What Is the Science of Reading?
The Science of Reading (SoR) is not a program or a trend. It’s a body of research—decades worth—from neuroscience, cognitive psychology, education, and linguistics that tells us exactly how children learn to read.
Here’s the core takeaway: Reading is not natural. Unlike speaking, the brain doesn’t come wired to read. It has to be taught explicitly.
SoR shows that skilled reading depends on the development of two main abilities:
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Word recognition (phonemic awareness, phonics, decoding, and fluency)
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Language comprehension (vocabulary, syntax, background knowledge, etc.)
This is what’s known as the Simple View of Reading: reading comprehension = word recognition × language comprehension.
The Science of Reading emphasizes explicit, systematic, and cumulative instruction—especially in phonics.
If you’ve ever taught a child who memorized whole words but couldn’t decode a simple sentence, you already know why this matters.
Why Is the Science of Reading Important?
Let’s talk results. According to national data, only about one-third of U.S. fourth graders read at or above a proficient level. That means two-thirds are struggling.
And here’s the real tragedy: many of them didn’t need to be. Most reading difficulties are preventable.
When students receive instruction grounded in the Science of Reading, their outcomes improve. We’re not talking about minor bumps—we’re talking about game-changing growth in fluency, comprehension, and confidence.
This isn’t just theory. I’ve watched students go from barely reading their names to decoding multisyllabic words because we followed a structured, phonics-first approach using our Orton-Gillingham curriculum.
What Makes the Science of Reading Different?
One word: evidence.
For years, many classrooms used approaches like three-cueing (guessing from pictures), balanced literacy (which sounds nice but lacks structure), or whole language (which assumes kids will just pick up reading naturally).
But science doesn’t support those methods. In fact, brain imaging shows that readers using cueing strategies activate the wrong parts of the brain—the same areas used for guessing and visual memory, not phonological processing.
In contrast, students taught with phonemic awareness and systematic phonics show increased activation in the left hemisphere’s reading circuits. That’s where skilled reading lives.
This is why our Teach Me to Read Workbook is built around those same cognitive principles.
What Does a Science of Reading Classroom Look Like?
Let’s make this practical. A Science of Reading classroom isn’t silent and stiff. It’s vibrant, focused, and intentional.
Here’s what it includes:
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Phonemic awareness activities (oral sound manipulation, blending, segmenting)
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Systematic phonics taught in a clear, logical sequence
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Decodable texts that match the phonics skills taught
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Daily review and cumulative practice
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Explicit vocabulary instruction and background knowledge building
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Teacher modeling and scaffolded support
Every part of the day supports the ultimate goal: fluent, skilled, and confident readers.
And yes, it works for ALL students—not just those with special needs. It just happens to be especially necessary for kids who struggle.
Addressing the Misconceptions: Is the Science of Reading Just Phonics?
Here’s a myth I hear all the time: “The Science of Reading is just about phonics.”
Wrong. Phonics is foundational—but it’s not the whole house. Language comprehension, vocabulary, background knowledge, and motivation all matter.
What makes the SoR approach different is how it builds all these elements intentionally, not randomly.
Critics who say SoR is too narrow are usually reacting to how some schools implement it, not the science itself.
In our own programs, we focus on phonics first, but we also weave in comprehension, writing, and real-world connections—because decoding words is just the start of understanding them.
Why We Use Orton-Gillingham: A Science of Reading Aligned Method
Our curriculum is built on the Orton-Gillingham approach because it’s:
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Multisensory (kids use sight, sound, touch, and movement)
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Structured and cumulative (each skill builds on the last)
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Explicit (no guessing or assuming kids will “get it”)
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Diagnostic and responsive (we adjust based on the student)
This is structured literacy in action. And it’s completely aligned with the Science of Reading.
Our complete decodable curriculum includes everything from phonemic awareness to decodable books and beyond.
If you want your students to read with real skill—not just pretend fluency—this is where you start.
Why the Science of Reading Matters More Than Ever
We’re in the middle of a literacy crisis. The pandemic didn’t help. But let’s be honest—it was already bad.
We can’t afford to keep doing what we’ve always done. That means moving away from feel-good philosophies and leaning into what the research actually says.
The Science of Reading gives us a roadmap. It tells us what to teach, when to teach it, and how to teach it. It’s not flashy. It’s just effective.
And the sooner we align our classrooms with it, the better chance we give every child.
So What Should You Do Now?
If you’re a teacher, start by learning the basics. Build your lessons around phonemic awareness and structured phonics. Use decodable readers, not leveled guesswork.
If you’re a parent, ask your child’s teacher what phonics sequence they follow. Look for real decoding—not just memorizing sight words.
And if you want to stop guessing and start teaching reading the right way, check out our Orton-Gillingham curriculum. It’s everything you need to align with the Science of Reading—without the overwhelm.
Because every child deserves to read. And now we know how to get them there.