The Science of Reading: Insights for Parents and Education Professionals

As both a parent and a private tutor, I found the article, The Science of Reading: What Teachers Need to Know by Erik Ofgang, particularly compelling. Although it is written from a US perspective, many of the lessons it presents have significant relevance for the UK education system. I have personally seen my child go through the state system, learning to read through lists of high-frequency ‘sight’ words. I’ve also experienced at first hand, as a GCSE English tutor, the gaps in vocabulary that hinder students’ comprehension of texts. The article touches on many of these challenges, but I do wish it had explored more practical steps that teachers can take to improve reading instruction.

The Science of Reading: What Is It?

The "Science of Reading" refers to a body of research focused on understanding how reading works, how people learn to read, and the most effective ways to teach reading. According to literacy expert Nell K. Duke, from the University of Michigan, the science encompasses the mental processes involved in reading, reading development, and effective instructional methods. The concept isn’t new; it dates back to the 1800s, but recent research has renewed its importance in shaping reading instruction.

In the article, Duke highlights how many teaching strategies, like asking children to memorise high-frequency words or look up vocabulary in dictionaries, are less effective than educators might assume. This struck a chord with me as a tutor because I’ve often encouraged my students to memorise vocabulary and use it in sentences, assuming that it was the right approach. However, Duke suggests that more effective methods exist, such as helping students break down and map out the phonemes in unfamiliar words, even when the spelling doesn’t conform to standard patterns.

A Phonics-Based Approach

One of the key takeaways from the article is the importance of phonics in reading instruction, something that some schools, both in the US and the UK, may have moved away from. Duke explains that while it may seem simpler to ask children to memorise irregularly spelled words like "was," it’s still better to teach them to break the word down phonetically. This is particularly interesting to me, as my (now 13-year-old) child was taught to memorise such words rather than learning their phonetic structure. Fortunately, he took to reading like a duck to water - but I know that that is not the case for an increasing number of children and so it is clear that a one-size-fits-all approach is not the way to go. It’s clear that even irregular words can be taught through a phonics-based approach, which should be considered more widely in classrooms.

This shift in focus could have significant implications for students who, like many I tutor, lack vocabulary and struggle with comprehension. Phonics instruction has the potential to build a stronger foundation for reading, even when words don't follow typical spelling conventions.

Challenges for Older Students

What struck me as an English teacher for a number of years in both the state and the independent sectors, as well as, latterly, a private tutor, is that reading instruction is somewhat neglected once students reach a certain age unless they have been identified as needing one-to-one support. I completed my PGCE at Cambridge 26 years ago, and during my training, we didn’t focus much on teaching students how to read. It seemed to be assumed that by Year 7, children could already read, so the focus was on more advanced topics like how to teach poetry or planning schemes of work. This can be problematic when students who struggle with reading progress into secondary education without receiving targeted support to improve their literacy skills.

I encounter students at the GCSE level who find it difficult to engage with texts because they simply don’t have the vocabulary or comprehension skills required. As the article suggests, more attention should be paid to teaching vocabulary in a meaningful way, such as through mapping new words to the words students already know, rather than relying on rote memorisation. It’s a small but impactful change that could help struggling readers engage more fully with the material.

A Call for Practical Solutions

While Ofgang’s article provides a useful overview of the science of reading, I found myself wanting more practical guidance for teachers. As a tutor, I see the real-world impact of poor reading instruction and am constantly searching for better strategies. While the article touches on phonics and vocabulary-building techniques, it would have been helpful to see more specific recommendations for teachers workin

g with older students who may have missed out on strong foundational reading skills.

Overall, the article underscores the importance of grounding reading instruction in research, a lesson that applies to both US and UK classrooms. For parents, tutors, and teachers alike, understanding the science of reading can help us better support students at every stage of their literacy journey.

To read the full article, visit The Science of Reading: What Teachers Need to Know by Erik Ofgang on Microsoft Network.