Science of Reading in Early Years

The Science of Reading is a body of research from multiple disciplines—cognitive psychology, linguistics, education, and neuroscience—that explains how children learn to read. It emphasizes the importance of teaching foundational skills explicitly and systematically to build strong reading abilities.

In the early years, the Science of Reading focuses on:

1. Phonemic Awareness: Understanding that words are made up of individual sounds (phonemes) and being able to manipulate those sounds.

2. Phonics: Teaching the relationship between letters and sounds so children can decode words.

3. Fluency: Developing the ability to read text smoothly and accurately with expression.

4. Vocabulary: Building a broad and deep understanding of word meanings.

5. Comprehension: Teaching strategies to understand, interpret, and analyze texts.

The brain plays a crucial role in how young children learn to read, and the Science of Reading research has uncovered key brain processes involved:

1. Phonological Processing (Left Hemisphere) Regions in the left side of the brain, especially the left temporal and parietal lobes, help children recognize and manipulate the individual sounds (phonemes) in words. This phonological awareness is foundational for decoding words.

2. Orthographic Processing (Visual Word Form Area)The visual word form area in the brain’s left occipitotemporal region helps children recognize written letters and words quickly and accurately, linking visual symbols to sounds.

3. Language Comprehension (Temporal and Frontal Lobes) Areas like the left superior temporal gyrus and Broca’s area support understanding word meanings, sentence structure, and overall comprehension.

4. Working Memory and Attention (Prefrontal Cortex) The prefrontal cortex manages attention and working memory, helping children focus on reading tasks and hold information while decoding and understanding text.

5. Integration Across NetworksSuccessful reading requires coordination among these brain areas to decode words, recognize them, and comprehend meaning seamlessly.

   
   

   In young children, these brain networks are still maturing. Early, explicit teaching of phonics and language skills enhances these neural pathways, gradually making reading more automatic and fluent. If the instruction is insufficient or inconsistent, these pathways might not develop effectively, potentially causing reading difficulties. Effective early reading instruction, grounded in this science, involves explicit, systematic teaching of phonics and phonemic awareness, combined with rich language experiences. This method helps prevent reading difficulties and aids all learners in becoming proficient readers.

   Supporting early brain development with rich language exposure, phonemic awareness activities, and systematic phonics helps build the strong neural foundation essential for skilled reading.

   
   

   Reference:

   National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). U.S. Government Printing Office. https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf

   This report summarizes extensive research on reading, including brain processes involved in phonological awareness, phonics, fluency, vocabulary, and comprehension.

   For more specific neuroscience insights, you might also reference:

   Pugh, K. R., Mencl, W. E., Jenner, A. R., Katz, L., Frost, S. J., Lee, J. R., Shaywitz, S. E., & Shaywitz, B. A. (2000). Neuroimaging studies of reading development and reading disability. Learning Disabilities Research & Practice, 15(1), 4–14. https://doi.org/10.1207/SLDRP1501_2