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Shifting to the Science of Reading

From KNILT
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Overview and Purpose

Introduction to the Topic: Reading instruction refers to the process of teaching and learning to decode words to develop the meaning of the text. It requires various skills, such as phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. The purpose of reading instruction is to develop and enhance students' literacy skills. As an educator, it is essential to continue learning about ways to improve reading instruction to give students meaningful learning experiences.

Question: Do you know how students learn to read?

Course Overview: The Shifting to the Science of Reading mini-course focuses on educating teachers in grades K to 12 on how to begin implementing the science of reading in their instruction. In this mini-course, participants will learn what the science of reading is and its key components. In addition, participants will learn ways to implement the science of reading in their instruction and classroom environment.

This mini-course is asynchronous (fully remote), and the content is organized into four units. In each unit, you will learn about the science of reading and put into practice your understanding by completing different activities. At the end of the mini-course, you will be able to implement the science of reading in your reading instruction and classroom environment.

Needs Assessment

Many teachers do not know or even hear the word "science of reading." Therefore, it is essential for schools to provide educators with training. According to the Council for the Accreditation of Educator Preparation (CAEP), some challenges in reading science are curriculum gaps, shifting practices, and faculty training. Not having proper training in the science of reading can later create problems for students' reading skills. As educators, it is essential to provide students with learning experiences that are meaningful and efficient. Being trained on how to implement the science of reading in instructions and classroom environments can tremendously impact students' learning in phonemic awareness, phonics, vocabulary, fluency, and reading comprehension.

The "Shifting to Science of Reading" mini-course will address teachers' lack of training and knowledge about the science of reading. In this mini-course, teachers in grades K to 12 can learn ways to begin the shift to the science of reading by learning different strategies, tools, and resources that will enhance reading acquisition in all students.

Performance Objectives

After completing this mini-course, participants will be able to:

  • Understand what the science of reading is and what it is not.
  • Identify and describe the aspects/key components of reading development.
  • Understand the ways to shift to the science of reading.
  • Analyze and explain how the science of reading supports "breaking the code."
  • Create strategies to incorporate the science of reading into the classroom.

Course Units

This mini-course includes the following units. Click the title of a unit to go to its page.

Unit 1: Exploring and Understanding the science of reading.

After completing this unit, participants will:

  • Understand what the science of reading is and what it is not.
  • Explain what the science of reading is using their own words.
  • Learn to develop a deeper understanding of the science of reading by watching videos and reading articles.
  • Identify the difference between the science of reading and balanced literacy.
  • Participate in activities by answering questions.
Unit 2: Understanding the key components of the science of reading.

After completing this unit, participants will:

  • Understand what "breaking the code" means.
  • Identify the key components (breaking the code) of the science of reading.
  • Describe the key components of the science of reading.
  • Explore the interactive programs that could be used daily to support students learn reading and spelling.
  • Participate in activities by answering questions.
Unit 3: Implement the science of reading into the classroom.

After completing this unit, participants will:

  • Choose one or more strategies to implement in your lesson and explain how you will do it.
  • Explain one or more ways you will align your classroom environment to the science of reading.
  • Create a list of things you will implement in your classroom that support the science of reading.
  • Reflect on your pedagogy and explain how the mini-course helped you grow as an educator.

Resources:

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