Educating Young Children Volume 1 - Winter 2026 | Page 45

Annie Moses: To say that the term science of reading is popular right now is probably an understatement. In recent years, it has consistently shown up across popular media and legislation and other policies.

What do people mean when they use the term in these contexts, and what are some common misconceptions?

Tanya S. Wright: Overall, I think most people using the term science of reading want to draw attention to the idea that research can and should inform instruction. Research studies demonstrate that there are many important areas to support as part of reading instruction, including but not limited to

› Language development( understanding the words, phrases, and sentences in text)

› Print concepts( understanding how print works)

› Phonemic awareness( learning to hear, identify, and manipulate individual sounds— phonemes— in spoken words)

› Phonics( sound-letter relationships)

› Fluency( how to read automatically, accurately, and with expression)

› Comprehension( strategies to use when you read something confusing, ways to figure out the themes and important ideas in a text, knowledge of different text genres)

› Knowledge development( the content and concepts that help us interpret the meaning of a text)

I think one common misconception about the term science of reading is that it is a synonym for phonics instruction( instruction in sound-letter relationships). Many research studies show that phonics instruction is critical for supporting young children to become readers. Phonics should be taught in schools, but it is