MarylandTransforms-StrategicPlanGuidebook - Flipbook - Page 35
MARYLAND TRANSFORMS - STRATEGIC PLAN 35
EVIDENCE-BASED PEDAGOGY: SCIENCE OF READING3
The foundation of literacy begins at a young age. Early childhood
instruction of phonological awareness and vocabulary can prevent
many reading difficulties in children.
The Science of Reading is a field of research that examines how
individuals acquire and develop reading skills and comprehension. It
draws upon a wide range of scientific disciplines, including cognitive
psychology, linguistics, neuroscience, and education, to understand
the underlying processes involved in reading.
It provides valuable insights into effective reading instruction and
highlights the importance of specific instructional components.
It emphasizes the need for explicit and systematic instruction in
phonemic awareness, phonics, vocabulary development, fluency,
and comprehension strategies. These components are considered
foundational to building strong reading skills and are essential for
students to become proficient readers.
Evidence-based instructional practices derived from the Science
of Reading include explicit phonics instruction, structured literacy
approaches, direct instruction of vocabulary and comprehension
strategies, and providing ample opportunities for reading practice.
These practices are supported by rigorous research studies
that have demonstrated their effectiveness in improving reading
outcomes for students of all backgrounds and abilities.
Recent advances in technology and a greater understanding of
neurobiology have allowed researchers and practitioners who work
with typical and struggling readers to understand how reading
develops in the brain and the skills that contribute to proficient
reading. By grounding reading instruction in the Science of Reading,
educators can make informed decisions about instructional methods
and materials that are most likely to support students’ reading
development and help them become proficient readers.
FLUENCY
VOCABULARY
COMPREHENSION
The ability to read with speed,
accuracy, and proper expression
The ability to recognize and
understand all the words
when reading
The understanding and interpretation
of what is read
National Reading Panel. (2000, April). Teaching Children to Read: An Evidence-Based Assessment of the
Scientific Research Literature on Reading and Its Implications for Reading Instruction.
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