Thinking through research and the science of reading

Abstract

The science of reading has captured the attention of educators, policy makers, and the public. Elfrieda H. Hiebert recounts some of what she’s learned from her recent exploration of the topic. She has found that research evidence tends to fall into three categories: research that provides unequivocal conclusions, research that holds promise for solving enduring problems, and research that calls into question long-standing assumptions. When it comes to reading, research is clear that students should learn consistent and common patterns in how letters relate to sounds. Emerging research suggests that automaticity in recognizing letter-sound patterns in words is a function of the frequency with which students encounter patterns in words, making the amount that students read an essential consideration in reading instruction. Research calls into question common assumptions about the 4th-grade slump and what below-basic performance looks like. Understanding the sources of below-basic performances can support students in becoming proficient readers.