Bringing the Science of Reading to life
By Wills Citty
“The Science of Reading” is defined by the National Center on Improving Literacy as “a collection of research from multiple fields of study using methods that confirm and disconfirm theories on how children learn to read.” By using scientifically validated approaches to literacy instruction, teachers can prevent development of reading difficulties for many children and can effectively and efficiently provide support when they do arise.
The Science of Reading has gained prominence in educational policy and teacher training as educators recognize its effectiveness in improving outcomes. As such, it has become a pivotal concept in the field of literacy education, shaping curriculum development and instructional practices in schools.
Caitlin McGennis, a senior education major at Berewick Elementary School, is using concepts connected to the Science of Reading to help students acquire the vast array of new skills they’ll need to read with lessons like the persuasive writing assignment.
“Collaboration was the focus of the lesson, so I’m watching to see how my students connect with each other, who’s offering ideas and how they’re composing their answers,” she said. “Learners do very well when they have an example of what they need to do.”
McGennis is supported through her efforts by an experienced teacher at her school as well as a faculty supervisor at UNC Charlotte. This group — like McGennis — works together, progressing from basic awareness of letters of the alphabet to reading and writing sentences. She’s moving from basic knowledge to the mastery she will pursue her entire career.
“Teachers don’t become experts overnight or in one semester of student teaching. Research indicates that expertise develops over time.”
That’s an ethos great educators bring to the profession, explained Erin Washburn, an associate professor in the UNC Charlotte Department of Reading and Elementary Education. “Expert literacy teachers know what a child needs to be a successful reader and writer and they use their strong content knowledge along with data efficiently to adjust their teaching to elevate student strengths and support needs,”
“But teachers don’t become experts overnight or in one semester of student teaching,” she continued. “Research indicates that expertise develops over time and with opportunities to problem-solve in meaningful and relevant ways and to receive support and timely feedback along the way.”
Wills Citty is director of communications for the Cato College of Education.
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Bringing the Science of Reading to life
By Wills Citty
“The Science of Reading” is defined by the National Center on Improving Literacy as “a collection of research from multiple fields of study using methods that confirm and disconfirm theories on how children learn to read.” By using scientifically validated approaches to literacy instruction, teachers can prevent development of reading difficulties for many children and can effectively and efficiently provide support when they do arise.
The Science of Reading has gained prominence in educational policy and teacher training as educators recognize its effectiveness in improving outcomes. As such, it has become a pivotal concept in the field of literacy education, shaping curriculum development and instructional practices in schools.
Caitlin McGennis, a senior education major at Berewick Elementary School, is using concepts connected to the Science of Reading to help students acquire the vast array of new skills they’ll need to read with lessons like the persuasive writing assignment.
“Collaboration was the focus of the lesson, so I’m watching to see how my students connect with each other, who’s offering ideas and how they’re composing their answers,” she said. “Learners do very well when they have an example of what they need to do.”
McGennis is supported through her efforts by an experienced teacher at her school as well as a faculty supervisor at UNC Charlotte. This group — like McGennis — works together, progressing from basic awareness of letters of the alphabet to reading and writing sentences. She’s moving from basic knowledge to the mastery she will pursue her entire career.
“Teachers don’t become experts overnight or in one semester of student teaching. Research indicates that expertise develops over time.”
That’s an ethos great educators bring to the profession, explained Erin Washburn, an associate professor in the UNC Charlotte Department of Reading and Elementary Education. “Expert literacy teachers know what a child needs to be a successful reader and writer and they use their strong content knowledge along with data efficiently to adjust their teaching to elevate student strengths and support needs,”
“But teachers don’t become experts overnight or in one semester of student teaching,” she continued. “Research indicates that expertise develops over time and with opportunities to problem-solve in meaningful and relevant ways and to receive support and timely feedback along the way.”
Wills Citty is director of communications for the Cato College of Education.