Teacher Resources

This page is developed for teachers to provide background on the science of reading. In each area, information is posted that is based upon research that has been proven by multiple studies, over the decades, that have been peer-reviewed, tested and studied so many times, that it is now considered proven, grounded and true.

“Early signs of reading difficulty should not be attributed to immaturity. When a kindergarten child confuses letters, associates the wrong sound with a letter, or cannot distinguish a rhyme, it usually has nothing to do with social maturity. If a child has not been exposed to letters and letter sounds, she usually catches on quickly once exposed. It is after effective instruction has been provided and the child is still struggling that one can conclude there may be a more serious problem.”

Dr. Susan Hall – Reading Rockets

Students who remediate beginning in first grade using structured literacy reading programs remediate four times faster than those who are not detected until fourth grade.

Dr. Joseph Torgesen – Catch Them Before They Fall

Helping High School Students

Researchers Grounded in the Science of Reading Who are Worth Following

Each researcher’s name listed below is a clickable link to an article or video that summarizes their research and contributions to the science of reading, and how we should better teach reading. This list provides a starting place for the science of reading.

Louisa C. Moats – Reading IS ROCKET Science
Dr. Linnae Ehri – Understanding the Science of Reading
Mark Seidenberg – How people read, Why so many people can’t, and What can be done about it
Dr. David Kilpatrick – Video: How We Remember Words, and Why Some Children Can’t
Dr. Stanislaw Dehaene – How Literacy Transforms the Brain
Dr. Susan Hall – Is It A Reading Disorder or a Developmental Lag?
Dr. Joe Torgesen – Catch Them Before They Fall – Why the TYPE of remedial reading instruction matters

Reading is Rocket Science

Below are links to articles about WHY the educational profession and curriculum companies should be moving away from balanced literacy, whole word instruction to the methods of structured literacy where English is taught in a systematic, cumulative manner based upon the science of how the brain reads and the spelling structure of the English language.

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