To improve literacy proficiency for all students, reading instruction should be based on science, on what the research says works. However, how evidenced-based reading should be taught requires more than simply embracing the notion of “the science of reading.”
Too often teachers try to hold on to instructional approaches they are comfortable with when they are under pressure to adopt new strategies, including those that are supported by new and emerging research. As more states pass “science of reading” laws, what are the best ways to support educators who might be struggling?
Moderator Peter DeWitt will be joined by guests—researchers and practitioners—to discuss the best path forward for the teaching of reading.
