Science of Reading

Currently, the science of reading is getting a lot of positive press. However, it’s not a new concept. The science of reading is a collection of research-based evidence that gives insight into how children learn to read and write. It is based on findings from not one field of study, but multiple fields, including education, linguistics, neuroscience, and psychology. The research encompasses core skills such as phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing.

Unlike learning to talk, learning to read does not develop naturally. It must be taught. While some children pick up reading skills more easily, others do not. Some children, like those with dyslexia, require direct, explicit, and systematic instruction. Additionally, multisensory instruction helps all children make connections in the brain, but for children with severe to profound dyslexia, multisensory instruction becomes a lifeline for learning to read successfully.

The science of reading advocates utilizing a structured literacy approach for teaching children to read and write. It is an explicit and systematic way to teach a child to read. The Orton-Gillingham approach adheres to the principles of structured literacy.

The National Reading Panel of 2000 identified what is now known as the five pillars of reading instruction. These pillars include phonemic awareness, phonics, fluency, vocabulary, and comprehension.

 At Lighthouse to Literacy, we envision a world where every child is provided the opportunity to learn to read, regardless of the obstacles that may stand in the way. Locomotion Learning is just the beginning. We are committed to ensuring that every preschool and elementary classroom in America uses the Orton-Gillingham approach. Our mission is to see every child reach their full potential.