Understanding the Science of Reading Framework
The science of reading is a comprehensive body of research that encompasses decades of scientific study, spans multiple languages, and draws on the contributions of experts from various disciplines, including education, special education, psychology, neuroscience, and more. The science of reading helps us understand the cognitive processes essential for reading proficiency at all developmental levels.
This empirically supported research provides us with a deeper understanding of how we learn to read, what skills are involved, how they work together, and which parts of the brain are responsible for each component task. From this research, we identified an evidence-based, best-practice approach for teaching foundational literacy skills, known as Structured Literacy.
Why Schools Shift from Balanced Literacy to Structured Literacy
Once a popular instructional model, Balanced Literacy has sparked concerns due to its wide-range of instructional practices and lack of empirical support. An element of this approach is the three-cueing system, which prompts students to guess at words using pictures and context clues. Other elements include the use of leveled readers, guided reading groups, and picture clues. This method suggests that children will learn to read with repeated exposure to text and read-alouds, while many experts express concern over the program’s general vagueness and lack of explicit instruction in decoding and encoding skills (Spear-Swearling, 2019; Hansford et. al, 2024).
Through Structured Literacy, teachers implement instructional strategies that are appropriate for students across all three Tiers of instruction.
Tier I: Core instruction
Tier II: Targeted instruction
Tier III: Intervention
Orton-Gillingham is an evidence based* Structured Literacy program. It is based on the Science of Reading research, which supports instructional practices that are explicit, sequential, systematic, and cumulative. The diagnostic aspect of this approach is key, requiring continued progress monitoring to guide instruction and identify students who are struggling or falling behind grade level. Students repeatedly practice decoding with phonetically controlled texts that heavily feature the target sound-spelling patterns and encoding through routine dictation of words and sentences.
The National Reading Panel (2000) identified the five essential components of skilled reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Structured Literacy incorporates all five components, ensuring that students develop the strong foundation necessary to read, write, and spell proficiently.
State Requirements for Teacher Training and High-Quality Literacy Curriculum
Strong literacy skills are fundamental for students to achieve academic success across all subjects and grades. Reading scores have shown a continued decline over the past years, driving literacy experts to take a closer look at what matters in reading instruction (Moats, 2020).
David Kilpatrick (2015) stated, “We teach reading in different ways; they [students] learn to read proficiently in only one way.” The science of reading research has demystified the process of how we learn to read. Recent polls indicate that an encouraging number of states (45 and growing) have passed legislation related to evidence-based, effective reading instruction, including the science of reading and components of Structured Literacy (Schwartz, 2025). Many of these laws include mandates for teacher training, screening, intervention, and curriculum (Gabriel, 2018).
Benefits of Professional Development Courses for Effective Literacy Instruction
To effectively teach reading, educators must acquire expert-level knowledge of the components of skilled reading, language and language structures, assessment and assessment interpretation, and effective instructional delivery methods. As literacy expert Louisa Moats expressed in her 2020 paper, Teaching Reading Is Rocket Science, a persistent gap exists between the rigor of this task and the training teachers typically receive. By engaging in research-driven professional development, teachers gain the expertise and practical skills to guide their students toward positive reading and spelling.
What to Consider When Choosing Professional Development
There is a wealth of information available to teachers about reading instruction. Resources such as books, research articles, webinars, and training can be overwhelming to find and review. The good news is that more states are selecting evidence-based reading programs for their schools, providing curriculum and resources that will support the implementation of evidence-based practices.
Knowledge at the administrative level is critical, as teachers’ professional development can take off in a culture that promotes professional learning communities (PLCs). During designated learning sessions, educators can share insights, analyze data to adjust instruction, and identify students who would benefit from re-teaching.
Additionally, administrators should consider the impact on instructional time when selecting a Structured Literacy curriculum. Research has shown that the amount of time spent on reading and practice has a positive effect on students’ reading development (Allington, 2014; Rasinski, Blachowicz, & Lems, 2006).
While many teachers are provided with theoretical knowledge about reading development in college education courses, they may feel ill-equipped to translate and apply this information in their classrooms. Additional training is necessary to align teachers’ practices with the research. Educators need more than a curriculum to effectively teach. They need a strong understanding of the skills and strategies that develop fluent reading in a variety of readers.
When evaluating professional development training, educators should look for these features:
- Alignment with science of reading research and evidence-based practices.
- Programs accredited by the International Dyslexia Association (IDA). These programs have undergone rigorous reviews to ensure they provide high-quality professional development experiences and instructional materials that align with the Knowledge and Practice Standards for Teachers of Reading (2018).
- Data collection methods, resources, and interpretation support to identify struggling readers, inform decisions about differentiation, and monitor outcomes.
- Instructional decision guidelines to support planning lessons, grouping students, and pacing the curriculum.
- Opportunities for practice and immediate feedback embedded into the training. Instructors can also provide suggestions for adapting instruction for all students and methods for interpreting data to ensure success for all.
- Follow-up support and literacy coaching to ensure teachers’ knowledge is sustained over time.
- Professional development that is flexible, offering multiple options for busy educators.
Empower Educators with Science of Reading Professional Development Courses at IMSE
Reading research suggests that a Structured Literacy approach is a strong foundation for reading success. At IMSE, we recognize that effective literacy instruction requires an advanced level of knowledge, materials and resources, and implementation support.
IMSE’s OG+ training and instructional materials are created by teachers, for teachers. Available resources extend beyond the training courses to include supplemental materials, coaching support, and certification programs.
IMSE offers a variety of flexible professional development schedules to support busy educators.
Training programs for educators: https://imse.com/training-descriptions/
Asynchronous courses: https://imse.com/asynchronous-courses/
Products for classrooms: https://imse.com/products/
Schoolwide or classroom online training: https://imse.com/private-district-trainings/
FAQs About Science of Reading Professional Development
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What are the 5 pillars of the Science of Reading?
The National Reading Panel identifies five key components of effective reading instruction, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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What are the 4 C’s of literacy?
To promote success in reading, writing, and spelling that spans across subjects and grades, literacy education must be based on the 4 C’s: communication, collaboration, critical thinking, and creative thinking.
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What is the difference between LETRS and Orton-Gillingham?
LETRS training covers a wide, comprehensive knowledge base of the pillars of literacy, including theory and a focus on how the brain learns to read. Training can be completed through a series of self-paced learning modules. Orton-Gillingham is an explicit instructional approach, focusing on a sequential scope and sequence to teach phonics (decoding and encoding). Training includes hands-on learning and opportunities for application so that teachers are prepared to implement instruction that promotes reading, writing, and spelling success.
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Does Orton-Gillingham align with the Science of Reading?
Orton-Gillingham is a multi-sensory, explicit, structured literacy approach based on the evidence and research of the Science of Reading.
*Learn more about the evidence for IMSE Orton-Gillingham Plus science backed approach at Evidence of ESSA.
References
Allington, R. L. (2014). How reading volume affects both reading fluency and reading achievement. International Electronic Journal of Elementary Education, 7(1), 13–26.
Gabriel, R. (2018, Spring). Understanding Dyslexia Laws and Policies. Journal of Reading Recovery, 25-34.
Hansford, N., Dueker, S., Garforth, K., Grande, J., King, J., & McGlynn, S. (2024). Structured Literacy Compared to Balanced Literacy: A meta-analysis.
Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.
Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Educator, 44(2), 4–9, 39.
Rasinski, T., Blachowicz, C., & Lems, K. (2006). Fluency instruction: Research-based best practices (p. 9). The Guilford Press.
Schwartz, S. (2025, July 22). Which states have passed ‘science of reading’ laws? What’s in them? Education Week.
Spear-Swerling, L. (2019). Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children, 51, 201–211.
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