phd science of reading

Online Ph.D. in Literacy

Devote yourself to advancing literacy education.

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2.5 years of courses + dissertation project to complete

2 specializations

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Literacy is the foundation of all learning. Prepare to help students from diverse backgrounds overcome barriers to reading proficiency and succeed throughout their entire educational career with the Ph.D. in Literacy program at St. John’s University—one of the nation’s only online doctorate programs in literacy.

Graduate in as little as three years ready to enhance learning across all subject areas in partnership with students, teachers, and administrators.

Plus, you can enter the field confident that your training meets or exceeds that of your peers. The School of Education at St. John’s University is a member of the Council for the Accreditation of Educator Preparation , American Association of Colleges of Teacher Education , and University Council for Educational Administration .

“The information I am learning in the program is priceless. I truly appreciate the direction that is given by my professors. They are very helpful and knowledgeable. I believe this program will prepare me to advocate for both teachers and students in my field.” – Annamaria Miller, ESL Teacher/Instructor

Customize Your Learning

Take your career in a new direction by focusing your education in one of two areas:

Ph.D. in Literacy: Teaching English to Speakers of Other Languages (TESOL)

Combine your passion for literacy with specialized skills teaching English to speakers of other languages. This curriculum meets the International TESOL Association’s highest standards.

Ph.D. in Literacy: Literacy

Support literacy as the backbone of education from kindergarten to high school graduation, gain first-hand experience with expert faculty, and build a foundation for student success.

Find Your Future in Literacy

Equip yourself with a repertoire of literacy strategies that enhance teaching in a variety of environments, from the classroom or special education department to learning resource rooms and ESL teams.

Depending on your specialization, prepare for job titles such as:

Curriculum Focused on Reaching Diverse Learners

The entire 42-credit curriculum, through research, implementation, and instruction, is built around a holistic focus on helping students overcome the obstacles they face in literacy, no matter their background. You will:

• Broaden and increase your depth of knowledge on literacy for all learners, including diverse and at-risk populations.
• Develop your abilities as a literacy educator who sees diversity as an advantage.
• Gain forward-thinking perspectives on literacy research, theory, practice, and evaluation.
• Expand your capacity to conduct advanced research and inquiry.

The online Ph.D. in Literacy encourages proactive research to find solutions for literacy difficulties and advocates for equity and social justice. Through an independent research project, you address a critical area in literacy and harness what you learn to make an impact in this field.

Work with Dedicated Faculty

Learn from faculty with decades of experience in literacy education and take advantage of a dedicated advisor who supports your success throughout the program. Annual reviews of your progress, and mentorship from the program coordinator, ensure you make the most of your time at St. John’s University.

If you have any questions about St. John’s University’s online Ph.D. in Literacy, contact us at 844-393-1677 or request more information today!

• U.S. News & World Report, 2019
• O-Net Online. (2018) Education Administrators, Elementary & Secondary School. Retrieved on February 13, 2019, from https://www.mynextmove.org/profile/ext/online/11-9032.00 .
• U.S. Bureau of Labor Statistics. (2017 May) Adult Basic and Secondary Education and Literacy Teachers and Instructors. Retrieved on February 13, 2019, from https://www.bls.gov/oes/current/oes253011.htm .
• U.S. Bureau of Labor Statistics. (2017 May) Occupational Outlook Handbook: Post-Secondary Education Administrators. Retrieved on February 13, 2019, from https://www.bls.gov/ooh/management/postsecondary-education-administrators.htm .
• U.S. Bureau of Labor Statistics. (2017 May) Occupational Employment Statistics. Retrieved on February 13, 2019, from https://www.bls.gov/oes/current/oes252059.htm .

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The Science of Reading: The Basics

If you prefer, read the text-version of the infographic.

There are so many pieces to the Science of Reading that it can be difficult to know where to start. Here are a few highlights about what the Science of Reading IS and what it IS NOT. This knowledge will help you on your journey to teaching all children, including those with diverse needs and cultural backgrounds, to read.

A Collection of Research

Research, over time, from multiple fields of study using methods that confirm and disconfirm theories on how children best learn to read.

Teaching Based on the 5 Big Ideas

Phonemic Awareness - The ability to identify and play with individual sounds in spoken words.

Phonics - Reading instruction on understanding how letters and groups of letters link to sounds to form letter- sound relationships and spelling patterns.

Fluency - The ability to read words, phrases, sentences, and stories correctly, with enough speed, and expression .

Vocabulary - Knowing what words mean and how to say and use them correctly.

Comprehension - The ability to understand what you are reading.

Ever Evolving

There is new research and evidence all the time. As populations, communities, and approaches evolve, so should practice.

What it is NOT

A program, an intervention, or a product that you can buy..

The Science of Reading could be considered an approach to teaching reading that is based on decades of research and evidence. It is NOT a specific program.

Phonics-based programs that drill phonics skills.

Phonics is an integral part of teaching reading based on science, but it is just one of the five big ideas that should be taught so all children can learn to read.

Complete and no more study needs to be done.

As with any science, it is never complete. We can always know more. More study happens all the time and researchers, teachers, and families can work together to bring the best research into classrooms.

Suggested Citation

National Center on Improving Literacy (2022). The Science of Reading: The Basics. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy . Retrieved from http://improvingliteracy.org .

Get started on your Science of Reading journey with these highlights about what it IS and what it IS NOT.

Related Resources

What are the characteristics of effective literacy instruction?

Science of reading: defining guide.

The "Science of Reading: Defining Guide" provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

Topic:  Evidence-based, General Literacy

More on Evidence-based

• A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story
• Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response?
• Comparison of Reading Growth Among Students With Severe Reading Deficits Who Received Intervention to Typically Achieving Students and Students Receiving Special Education
• Important Pieces of School-Based Intervention for Students with or at Risk for Dyslexia: Evidence from 40 Years of Research
• NCIL Intensification Framework

The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2024 National Center on Improving Literacy. https://improvingliteracy.org

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Literacy studies, doctor of education (ed.d.), you are here, individualized program of study for practitioner-scholars in reading, writing, and literacy..

The Ed.D. program in Literacy Studies features a strong commitment to educational practice and preparing practitioner-scholars. Students take part in courses and seminars, both those specifically designed for Ed.D. students and others in Penn GSE or across the university. Students work with their advisors to construct their own individual course of study.

This program was previously known as Reading/Writing/Literacy Ed.D. Beginning in Summer 2024, this program will be titled Literacy Studies Ed.D.

What Sets Us Apart

About the program.

In the Ed.D. program in Literacy Studies, students tailor their course of study to their individual interests. Of 20 required courses, 11 of them are electives, allowing students to work with their advisors to develop a program that is best suited to the individual’s areas of interest.

3 courses per semester (fall/spring)

Transfer courses accepted Up to 8 courses with approval

Culminating experience Comprehensive examination and dissertation

Duration of program 4–6 years

The Ed.D. program in Literacy Studies emphasizes the interrelationships and integration of theory, research, policy, and practice. Doctoral students construct individual programs of study with their advisor to suit their interests, combining core courses with additional coursework in research methodology and electives. 

This program features a strong commitment to educational practice and preparing practitioner-scholars. Ed.D. applicants are required to hold a master’s degree and are expected to have experience in educational practice. Students can register as full-time or part-time students.

In the Ed.D. program in Literacy Studies, students tailor their programs of study. Students are encouraged to develop one or more areas of concentration. Options include, but are not limited to:

• Teacher education and professional development
• Literacy policy and leadership
• Postsecondary learning environments
• Adult literacy education
• Reading, writing, and literacy across elementary, middle, and secondary curricula
• Children’s and adolescent literature
• Literacy practices with families, schools, and communities
• Urban education
• Digital literacies and technologies for teaching and learning
• Critical literacies

The program includes six required courses, three research courses, and 11 electives. All students take part in courses and seminars specifically designed for Ed.D. students across Penn GSE and select an Ed.D. cognate of study. For more information on courses and requirements, visit the  Literacy Studies Ed.D. program in the University Catalog .

Our Faculty

Our faculty are renowned scholars who are committed to educational practice and to supporting practitioner-scholars.

"I reached a point where I wanted to understand the research and theory around adult literacy and learning. And to do the type of work I wanted to do, I knew I would need a more advanced degree. Penn GSE checked both boxes and opened doors I didn’t know existed."

Ryan Miller

Our graduates.

The Ed.D. program in Literacy Studies trains practitioner-scholars for positions involving the practice of education in schools, school districts, colleges and universities, government agencies, foundations, entrepreneurial ventures, and consulting organizations. 

Alumni Careers

• Assistant Professor, Clemson University
• Assistant Professor, Ithaca College
• Assistant Professor of English, Temple University
• Coordinator/Instructor, Teacher Academy
• Faculty Affiliate, Haverford College Writing Center
• Gifted Support Teacher, Great Valley School District
• Language Arts Literacy Teacher, Flemington-Raritan School District
• Literacy Consultant/Professional Developer, Philadelphia Out-of-School Time Literacy Initiative
• Middle School Division Head, Woodlynde School
• Urban Education Professional, Center for Inspired Teaching
• Associate Professor, Teacher College, Columbia University
• Director of Community Literacy, University of New Hampshire

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Contact us if you have any questions about the program.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Tamika Easley Program Manager (215) 898-3245 [email protected]

Kemba Howard Administrative Assistant  [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

Related News & Research

Penn Ph.D. candidate Penelope Lusk named 2024 Queen Elizabeth Scholar

Penn GSE researchers team up with Philly community to make a difference through CARE Initiative

Our top stories of 2023

UTAP student Meresa García shares her passion for literacy and community work with Penn Libraries in “Penn Today”

Collaboratory for Teacher Education

The Collaboratory for Teacher Education at Penn GSE is a laboratory for the design, implementation, and study of experimental approaches to teacher education.

Literacy.org: National Center for Adult Literacy/International Literacy Institute

The National Center for Adult Literacy (NCAL) focuses on research, innovation, and training in adult education and technology. The International Literacy Institute (ILI), established by UNESCO and Penn in 1994, provides leadership in research, development, and training in the broad field of international literacy and...

Urban Education Journal

The Penn GSE Perspectives on Urban Education journal is an electronic, student-run publication and interactive forum to investigate critical issues in urban education.

You May Be Interested In

Related programs.

• Education, Culture, and Society Ph.D.
• Literacy Studies M.S.Ed.
• Literacy Studies Ph.D.
• Teaching, Learning, and Teacher Education Ed.D.
• Teaching, Learning, and Teacher Education Ph.D.

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Doctor of Education: Reading Science Concentration

• 2023-2024 Graduate Catalog
• Graduate Programs
• Major in Education
• Reading Science (EdD)

Program Requirements

Hours: 60-75.

Prerequisites - 15 hours

RDG 505 Psychology of Reading (3) RDG 530 Phonics/Linguistics (3) RDG 538 Diagnosis & Remediation of Reading Problems (3) RDG 540 Fluency and Comprehension Development in Reading (3) RDG 591 Practicum in Evidence-Based Reading Instruction I (3)

Leadership and Systems Change - 6 hours

RDG 756 Multi-tiered Systems of Support: Part 1 (3) RDG 760 Multi-Tiered Systems of Support Part 2 (3)

Research and Statistics - 15 hours

EDU 700 Introduction to Research Design and Statistics (3) EDU 701 Intermediate Research Design and Statistics (3) EDU 702 Behavioral Research Methods and Program Evaluation  (3) EDU 703 Applied Research Methods (3) EDU 806 Research Dissemination (3)

Language Reading - 24 hours

RDG 740 Cognitive and Neuro Psych's Contributions to Understanding Reading and Learning (3) RDG 745 Linguistics (3) RDG 750 Language Development: Research and Practice (3) RDG 765 Teaching and Evaluating PreK-12 Writing (3) RDG 770 Special Topics-Foundations of the Science of Reading Seminar (3) RDG 771 Special Topics-Advancing the Science of Reading in Educational Practice Seminar (3) RDG 772 Special Topics-Preparing for Teaching and Supervision in Higher Education Seminar (3) RDG 775 Supervision and Teaching in Higher Education  (3)

Dissertation Guidance - 15 hours

EDU 801 Dissertation Seminar I (3) EDU 802 Dissertation Seminar II (3) EDU 805 Dissertation Guidance (3-6) - (6 hours one semester and 3 the second semester)

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Doctor of Philosophy in Teaching and Learning, Reading and Literacy in Early and Middle Childhood

The doctoral program in Reading and Literacy in Early and Middle Childhood provides high-quality academic preparation and collaborative research in schools and communities. You’ll develop your own research agenda and work closely with faculty on issues related to how children learn to read and write along with how educators can best address their needs. Together, you will address educational excellence, diversity and social justice in reading and literacy education.

Students who began the T&L PhD program in AU25 or beyond will follow the curriculum of one of the five new specializations associated with the PhD redesign. This area of study only pertains to students who began in AU24 or before. If you are a student who started in AU24 or before and want to switch into one of the new specializations, please work with your faculty advisor to determine if this is appropriate for you.

T&L PhD Revision Specializations

• Critical Studies in Education: Race, Justice, and Equity
• Inclusive Science, Technology, Engineering, Arts & Mathematics Education
• Innovative Arts, Literacies, and Languaging
• Literacies, Literature and Learning
• Multilingual Language Education

Program Features 

Learn a core foundation of theoretical models and processes of reading, research and theory in reading development and instruction. You’ll also learn diverse epistemologies for inquiry in literacy research and practice. 

Gain deep theoretical understanding of reading and literacy, become familiar with a range of research paradigms to study reading and literacy in early and middle childhood and develop expertise as researchers in your own inquiry. 

Program designed for professionals with interests in a variety of areas such as early and middle childhood reading and writing instruction; language and literacy acquisition and development; family, community, and school literacy; literacy teacher education; phonics and word study; Reading Recovery; and clinical reading programs. 

Present scholarly work at state and national conferences and join faculty in professional writing. 

Career Paths 

Funding Opportunities 

Key to teaching, research and learning in the college, associateships provide students with professional experience and financial support. 

These financial awards are made by Ohio State to students based on academic merit through a university-wide competition. 

The college annually awards scholarships to its students to support their academic goals.  

Degree Requirements

Prerequisites

Master’s degree.

Minimum Program hours

(up to 30 credit hours may transfer)

Deadline to apply

December 1 

Program start

Autumn Semester 

View Reading and Literacy in Early and Middle Childhood (TCHLRN-PH, RLEMC) Curriculum Sheet

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• Reading Science

Programs for educators who want to teach reading using highly effective, research-based methods.

Program options:.

• NEW! Doctor of Education - Concentration in Reading Science
• Reading Science Certificate  requiring 15 credit hours
• Ohio Reading Endorsement requiring 18 credit hours
• Dyslexia Certificate requiring 21 credit hours

Student Testimonials

Program information & documents, faculty research articles & presentations, faculty & student webinars & podcasts, program highlights.

• Designed for the working professional, the Mount’s Reading Science programs are convenient to an educators’s schedule, available fully online.
• All three options require the same core courses. Students can complete the Ohio reading endorsement in less than one year, then choose to continue studies to earn the dyslexia certificate and/or master’s degree.
• The Mount’s programs use a scientifically-based reading research model. Coursework includes three courses in Orton-Gillingham Multisensory Reading Instruction. Through our programs students learn instructional approaches to teach reading, writing and spelling using an explicit, sequential, structured language approach with multisensory methodology.

Licensure Disclaimer for Non-Ohio Residents Mount St. Joseph University is a member of the National Council for State Authorization Reciprocity Agreement (NC-SARA). This allows us to offer our online Reading Science program to residents of states outside of Ohio (with the exception of California and Kentucky). It is important to note that NC-SARA does not deal with professional licensing board approval for any courses or programs leading to professional licensure. Mount St. Joseph University cannot know nor guarantee whether our coursework will meet requirements for professional licensure, endorsements, or license renewal in states outside of Ohio. If you are planning on using our coursework towards a license or credential in your state, we recommend that you consult with the appropriate licensing agency or board in the state for which you seek to obtain the license or credential prior to beginning our program. Click here for additional state authorization information.

Click below for an in-depth look at Reading Science at the Mount :                                       

Program curriculum is based on National Reading Panel report recommendations. Coursework includes Orton-Gillingham Multisensory Reading. 

All reading science programs require a core set of courses (15 credit hours) that address current research and best practices in teaching reading and literacy.

For additional information, please contact: Dr. Amy Murdoch Reading Science Director [email protected] 513-244-4934

• Master's resources

The Science of Reading

• May 10, 2022

Home Educators Blog

Being able to read and comprehend text is so important. It impacts the way students receive all subject areas, not just information taught in reading classes or blocks. Math, science, social studies, and more require students to be able to read. So, how do we get them there, and what exactly is the science of reading ?

There is, in fact, a body of research that includes a vast compilation of evidence to support the science of reading. The science of reading has evolved; however, it remains that the science of reading focuses on how students learn to read, what skills are needed to read, and how these two elements can be delivered to students in a way that works together to create a fluent and successful reader.

What are the Foundational Components of Reading Instruction? 

Reading instruction can be broken down into several components. These include: comprehension, fluency, vocabulary, and phonological awareness . In order to provide students with quality reading instruction that addresses all of these components, educators need to understand them clearly. The following briefly describes each piece and how it works in the reading process.

Fluency takes practice.  The meaning of being a fluent reader  is essentially the ability to read smoothly to read for learning without having to pause to sound out words or problem solve. To develop reading skills that are automatic and accurate, students must practice reading text on their level and also understand how to decode it properly. Additionally, to be fluent, students must be able to understand what they are reading.

• Comprehension

To understand and comprehend text , students must have a strong understanding of how to decode text and fluently read the text. If students are reading a text that they are struggling through, they aren’t able to focus on the content of the text; instead, they are focused on working on reading the text.

As young children begin to read texts independently, comprehension is vital paired with phonics instruction and other foundational skills. Once fluency is mastered, comprehension will typically follow. There is, of course, the need for comprehension monitoring and modeling of reading for understanding that should accompany phonics instruction and fluency practice.

Vocabulary words are those words that are important to understand to comprehend a text effectively. Understanding vocabulary is vital in both oral communication and written communication . Some children begin the student learning reading process with an extensive vocabulary, and others come to the reading process with a lack of exposure to a vast vocabulary. Having been exposed to more words means students have an advantage in comprehension.

A more extensive vocabulary can pay off as students work to process all the elements of reading. Vocabulary is key to understanding text. Readers cannot comprehend what they are reading without knowing word meanings; therefore, vocabulary instruction is a must for the science of reading.

Phonemic Awareness

Phonemic awareness refers to a student’s understanding of letters, sounds, blending, segmenting, and manipulating these letters and sounds. As students progress from identifying letters and understanding sounds, they can begin to master more complex words that can be broken down and decoded. Phonics programs such as  Fundations often help students master phonemic awareness.

How Do We Cur re ntly Teach Reading? 

The science of teaching reading includes many essential parts! Teachers must begin in the lower grades with instruction in the above-mentioned areas: phonemic awareness, vocabulary, fluency, and comprehension. This must systematically continue throughout the structured literacy of a child’s educational journey. The knowledge and strategies needed to guide students through this process can be gained in a  master’s in reading program .

For example, educators in a reading master’s program will be exposed to the science of reading and gain strategies for teaching students how to decode text , understand text, and read more fluently. Educators who participate in such programs learn enhanced reading skills that allow them to work with groups of students or one-on-one with students experiencing difficulties. Courses offered help teachers increase their understanding of the reading process and increase their capacity to help students learn to read.

Courses offered in reading master’s programs are meant to strengthen reading instruction and often include:

• Reading Foundations
• Reading and Writing Content
• Literacy Assessment
• Children’s Literature
• Content Area Instruction
• Research Methodology
• Intervention Strategies

These courses help teachers become experts in reading instruction and allow teachers to guide students through the reading process seamlessly by learning science of reading strategies.

How Did COVID Impact Reading for Students? Were Some Students Impacted More?

The COVID-19 pandemic impacted students in all content areas. As we know, reading is vital in all content areas. To learn math, science, and social studies curriculum, students must be able to read and comprehend. Unfortunately, during the pandemic, many students missed reading instruction and did not respond well to virtual instruction.

This left gaps in students’ understanding of reading elements and meant that many students missed out on strong phonics, comprehension, vocabulary, and fluency instruction. These gaps will need to be identified by teachers, and students will need to be met where they are in terms of the reading process.

What Needs to Change About Current Reading Instruction?

Often, there are shifts in how instruction is delivered in education. These shifts are often a result of research that shows the need for change. These changes are meant to help students in the learning process and better inform educators about how they can best provide instruction to students. Due to the pandemic, there are changes that have been made and should be made to instructional strategies for reading .

Throughout the years, teachers have been instructed to use whole language instruction, teach students strategies for identifying unknown words (such as using the picture or making a smart prediction), and to use one level of text (such as a basal reader) to teach whole group reading to students. As we now know, students need to be met where they are, and learning to read is a process that can be broken down for students.

Evidence shows that good readers are able to sound out words that can be decoded and, essentially, crack the code of reading and writing. Reading is a science, and students work through the process of learning letters and sounds, sounding out words, then putting those words together to form sentences, and so on.

Considering that learning to read is a process, educators need to be well-versed in this process to serve as a guide to students on their reading journey. Many districts provide educators with professional development to help them become experts on how students learn to read.

This professional development is focused on:

Once teachers have this knowledge, they can begin to change how they instruct their students. Teachers can begin to implement proper guided reading lessons to allow students to navigate the reading process.

Ultimately, understanding how students learn to read is key to planning and delivering reading instruction through science of reading strategies. A shift in thinking and teaching will need to take place to increase reading achievement throughout education.

Do you have a passion for reading and literacy instruction? Check out our reading and literacy graduate programs and advance your career today!

• #Doctoral , #Masters , #Reading , #ScienceOfReading

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Our Purpose

The purpose of the Center for Reading Science is to support educators in implementing the science of reading in their classrooms and communities. Our center aims to provide trusted information and resources to help educators bridge the research-to-practice gap and provide evidence-based practices in preschool through higher education.

  Below is information about the Center’s three project areas.

Higher education, stronger together: alliance for reading science in higher education, stars-he strives to connect university faculty to share ideas and resources on implementing the science of reading in teacher preparation. the documents, resources, and engagement opportunities presented in this section were created to support higher education faculty as they work to fully incorporate the science of reading in their teacher preparation programs.  , project ready, project ready is committed to eradicating the economic and racial achievement gap by helping schools provide comprehensive, high-quality early education. the open-access resource materials shared on this site are part of our ongoing research project funded by the carol ann and ralph v. haile, jr. foundation, scripps howard foundation, the greater cincinnati foundation, and mount st. joseph university. we aim to create and share high-quality instructional materials, family literacy materials, and teacher professional learning opportunities., resources for implementing the science of reading in kindergarten – high school, the center for reading science is striving to bridge the research-to-practice gap in schools near and far. the staff at the center can provide guidance and leadership to strengthen school systems, professional development, and coaching. this section contains information, resources, and tools for educators working with kindergarten through high school students seeking support to implement strong literacy practices., center news & announcements.

Explore the Center’s recent and upcoming events​

Reading Science

7:30 - 8:30 a.m.: Registration

8:30 - 10:30 a.m.: Welcome and Keynote, Anita Archer

10:45 - 11:45 a.m.: Breakout Session #1

11:45 - 1:00 p.m.: Lunch (provided)

1:00 - 2:00 p.m.: Breakout Session #2

2:00 - 2:30 p.m.: Break

2:30 - 4:00 p.m.: Closing Keynote, Maryanne Wolf

Conference Materials

Wednesday, June 26th, 2024

Cincinnati, Ohio

Excited to present our two keynote speakers!

Dr. Anita Archer

Dr. Anita Archer is a talented author and a beloved teacher of teachers. 

Dr. Maryanne Wolf

Dr. Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world.  

Mount St. Joseph University

Reading science programs.

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Separating Fact from Fiction About the Science of Reading

• Posted June 27, 2024
• By Elizabeth M. Ross
• Language and Literacy Development

Interest in the science of reading has grown rapidly in recent years. But as the term has gained traction, misunderstandings have also grown. A new series of briefs , co-authored by Harvard Graduate School of Education Professor Nonie Lesaux along with literacy specialist Katie Carr, sets the record straight.

Produced for the New York State Education Department and the broader education field, the literacy briefs dispel four common myths about the science of reading:

Fiction: The science of reading is one program, curriculum, or instructional approach.

• Fact : The phrase is a broad term that refers to 50-plus years of research across disciplines — including education, psychology, linguistics, neuroscience, sociology, speech and language pathology and more — about how children learn strong reading and writing skills. Findings, practices, and principles from the science of reading can and should inform the work of those who plan and implement literacy instruction in school districts.

Fiction: The science of reading suggests that reading instruction should teach skills in isolation.  

• Fact: Effective literacy instruction incorporates a range of pedagogical approaches, from isolated practice to integrated application. The aim is to develop foundational word reading skills and competencies while also cultivating critical thinking and building background knowledge to promote reading comprehension. 

Fiction: The science of reading promotes literacy instruction for kids that focuses solely on phonics and decoding skills.  

• Fact: Explicit and direct phonics instruction, where learners are taught the sounds that letters or sets of letters make, is vital in the early grades. But Lesaux says that educators should be careful not to overdo phonics; about 20-30 minutes a day is ideal. Instruction in reading comprehension and oral language is equally important. Successful literacy instruction develops students’ skills and competencies that promote their ability to “learn to read” and “read to learn.”

Fiction: The science of reading is a separate approach from culturally responsive teaching .

• Fact : Culturally responsive teaching and the science of reading share many features and work together synergistically. Children are most likely to develop lifelong reading skills, the briefs say, when classrooms are student-centered, inclusive, and culturally responsive, when the curriculum is rigorous and intellectually challenging, and when educators have high expectations.

A big idea from the first brief in the series

The science of reading emphasizes that literacy instruction should be structured and cultivate six key skills and competencies :

Additional resources

What exactly is the science of reading.

• The Science of Reading Literacy Briefs, NYSED
• Which States Have Passed ‘Science of Reading’ Laws? What’s in Them? (Education Week)

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Phase Two: The Reach

Reach Every Reader on its impact and the project’s next phase

Professor Nonie Lesaux reflects on briefs she co-authored to bridge the gap between literacy research and practice

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Putting the Science of Reading into Action: Five Ways to Help Struggling Readers

Find practical techniques to help your students become better readers right now.

Reading is one of those basic abilities many people take for granted, but that doesn’t mean it’s an easy skill to build. In fact, only 33% of fourth graders are proficient readers , which is especially alarming given that about a quarter of struggling readers fail to complete high school on time, if at all.  

The good news is that there are plenty of evidence-based techniques that are proven to help struggling readers improve their literacy skills. Dr. Seong-shin Kim, department chair for the Teaching Students of Other Languages (TESOL) program at Touro University Graduate School of Education, offers the Science of Reading as a case in point.

An interdisciplinary body of scientific research, the Science of Reading provides evidence for a range of techniques that support reading proficiency, including word recognition, building vocabulary and fluency, and developing comprehension, among other skills. “The Science of Reading is proven by research to be effective,” Dr Kim stresses. “That’s why the Master of Literacy program at Touro has a strong focus on the Science of Reading, and we also train our teachers to be really good at running records .”

Running records is a tool that helps teachers to evaluate reading skills in terms of fluency, accuracy, and comprehension. While a student reads a level-appropriate passage out loud, the teacher takes detailed notes about skipped words, self-corrections mispronunciations, and other potential problems. The teacher also asks questions about the material to get a sense of the student’s reading comprehension level.

After analyzing the data to find the student’s strengths and weaknesses, the teacher can formulate a plan, make instructional decisions, and employ the strategies that are most likely to help. That could encompass anything from multi-sensory techniques like visual aids or audiobooks to direct approaches like modeling and reading practice, as well as indirect techniques like encouraging students to read for fun.

A teacher will also likely choose to incorporate a number of evidence-based approaches rooted in the Science of Reading, like the following five strategies to support struggling readers described by Dr. Kim.

1. Focus on Phonics

For a while, phonics was replaced by the now-disproven idea of teaching children whole language , but there’s been a renewed focus on phonics as a foundational aspect of literacy. In fact, it’s one of the components of the Science of Reading and has been proven by research to be effective as part of a balanced literacy approach.

Dr. Kim views it as a way to give students a firm foundation in reading on which they can build and expand. “Spoken words are made up of individual sounds, and each sound actually has a function,” she explains. “One sound makes a huge difference in a word!”

As an example, she shares the story of a student who was asked to read a phrase out loud and proudly exclaimed, “A freakin’ lion!” However, the phrase was actually “African lion.” By going back to the basics and focusing on phonics, teachers can help students to understand the relationship between letters and sounds. That provides students with a solid base on which they can continuously build to become better readers.

2. Build Better Fluency 

When it comes to reading proficiency, speed matters. After all, if a student taking a math test can’t read and understand the questions in a timely manner, it doesn’t matter how much they know; they’ll never have the opportunity to prove they can do the math if reading the problems takes too long. As Dr. Kim puts it, “students need to be able to read quickly, accurately, and with proper expression.”

Building this fluency can be accomplished in a number of ways, and Dr. Kim suggests chunking sentences . That means that a teacher breaks down a sentence into several small groups and slowly increases the size of those groups as the student improves, eventually working up to an entire sentence. In time, a student will be able to read multiple sentences, then paragraphs, and then entire pages.

3. Develop a Deeper Vocabulary

Without vocabulary, a person cannot read, so building up a student’s knowledge of and familiarity with words is critical for improved reading skills. However, having a teacher simply say a word in the classroom isn’t enough. “Research shows vocabulary has to be explicit, and it has to be used in a meaningful way,” Dr. Kim explains “Students need to hear a word repeated 10-14 times to make it stick in their heads.”

To accomplish this, teachers can introduce new words in a variety of ways. They can say the word; show images that depict it; use the word in a sentence; ask students to come up with their own sentences; and have them draw their own pictures. After a word has been learned, teachers can also help students make their own dictionaries, which can include definitions, images, examples, or other information that makes it memorable.  

4. Build Comprehension

Of course, being able to sound out words or even read an entire passage isn’t meaningful if a student doesn’t actually understand what they’re reading. It’s like going to a foreign country and being able to sound out the words on the menu to place an order—but having no idea what food is about to arrive at the table.

“Reading comprehension teaches students how to predict, question, clarify, and summarize so they actually own what they read,” Dr. Kim says. Teachers can build that comprehension by asking questions, tapping into what students already know, and drawing connections to the material they’re reading. They can also encourage students to summarize what they’ve read—either by writing it down, saying it out loud, or even drawing a picture—which encourages them to take ownership of the material.

5. Translate Oral Language

Humans learn to speak before they read, but thanks to today’s technology, many kids learn to type or text at the same time they’re developing their formal reading and writing skills. “There’s a link between spoken language and reading that’s fundamental, and more and more, writing is becoming similar to oral language,” says Dr. Kim. “Especially when they’re working on keyboards, kids are learning to speak through their fingers.”

In fact, she’s noticed a huge difference between the work students do with pencils and paper, where they use complete sentences, compared to work done on a chromebook, which is more fragmented and often reflects the way they talk. Teachers can address this by giving students opportunities to speak in class, so they learn how to say what they’re thinking, and then helping students translate that into written language, explaining the differences between language used for writing and that used in texting or chatting. 

The Touro Graduate School of Education Master of Literacy program

Strategies like these are just the tip of the iceberg when it comes to building better literacy skills for struggling readers. The Master of Literacy program at Touro University Graduate School of Education was specially designed to give teachers in-depth knowledge and skills to better support students who have difficulty reading and writing. “If teachers come to our program, they will get so many strategies in their toolbox!” Dr. Kim exclaims. “Our program is a culmination of all the research out there.”

An interdisciplinary and academically intensive program comprised of 36 credits, this master’s degree in literacy builds a strong foundation in the basics of reading instruction and child development. Teachers will learn to spot the early signs of reading and writing disabilities, tailor their instructions to meet the needs of individual learners, and develop practical strategies for working one-on-one with struggling students.

The program also explores the socio-cultural factors that affect learning and includes a practicum with six hours of  fieldwork experience . This provides teachers with the opportunity to apply what they’ve learned in a real classroom setting under the guidance of experts.

Since this literacy master’s degree is designed for existing teachers and professionals with an interest in interest in becoming literacy specialists, classes are offered exclusively online to provide flexibility and convenience. The program fulfills the academic requirements for New York State Certification in both Birth-Grade 6 and Grades 5-12, and graduates are eligible to apply for NYS-certification in teaching literacy. Additionally, earned credits can apply to an additional salary differential.

If you’re ready to advance your teaching career and help boost your students’ literacy skills, contact us to learn more about the Touro University Graduate School of Education Master of Literacy and how you can apply today.

Understanding and Implementing the Science of Reading

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Course Description

Increase literacy skills utilizing science of reading strategies.

The Science of Reading is a term connected to research-backed instruction that addresses the way that a child learns to read.  It is a systematic and explicit way of teaching that focuses on the foundational skills in reading acquisition. There has been a shift toward the Science of Reading to aide student success and help to fill the reading gap that was made more prevalent during the pandemic. In this course you will identify the components that comprise the Science of Reading, which will allow you to create an implementation plan to address students' needs and promote academic success.

Course Details

Number or Units:  3.0 graduate level extension credit(s) in semester hours

Who Should Attend:  This course provides continuing education for education professionals that want to stay up to date in literacy strategies that address students' individual and collective needs. This includes elementary and secondary teachers, instructional coaches, curriculum coordinators, literacy coaches, Response to Intervention teams, new teachers, technology coordinators and school administrative teams.

Required Materials:   None

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• Understand different elements that comprise the Science of Reading
• Recognize the advantages of the Science of Reading on student success
• Design an implementation map to incorporate the Science of Reading into your school setting

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Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

The Professional and Continuing Education program nurtures key partnerships on the local, national, and international level. The goal is to better serve working professionals who seek to enhance or build their careers and help achieve their highest value and potential. Contact us today to learn more.

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• Typically, there is a final project, paper, or exam due in the last module that culminates all of the topics covered in each of the learning modules. You’ll find that the design of the learning modules has a rhythm to help you manage your time in the course.

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More Teacher-Preparation Programs Are Teaching the ‘Science of Reading,’ Review Finds

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The number of teacher-preparation programs that teach reading instruction that’s aligned with the greater body of cognitive research has increased significantly over the past seven years, according to a new review.

The National Council on Teacher Quality, a Washington-based group that advocates for more rigorous teacher preparation, has released the latest edition of its Teacher Prep Review, which started in 2013 and assigns letter grades to preparation programs across the country. This time, NCTQ evaluated 1,047 traditional elementary teacher-preparation programs (both graduate and undergraduate), along with 58 alternative-certification programs.

The group found that 51 percent of the traditional programs received an A or B grade for their coverage of the five essential components of reading—phonemic awareness, phonics, fluency, vocabulary, and comprehension. In 2013, just 35 percent received those grades.

“We have been beating this drum since 2006, and our theory was that if you held programs accountable for teaching this stuff, then eventually they would start to teach it,” said Kate Walsh, the president of NCTQ. “We’re very excited that [this progress] substantiates our theory of change.”

However, she said, there is still a long way to go. A third of 4th graders can’t read at a basic level, according to the assessment known as the “nation’s report card.” And most of those students are black and Hispanic children.

“Are we going to write off another generation of kids while we wait for the other 40 to 50 percent [of teacher-preparation programs] to get on board?” Walsh said.

NCTQ has structured its review around the research from the 2000 National Reading Panel, a congressionally mandated review board that named the five essential components of reading and found evidence that explicit, systematic phonics lessons help kids become better readers. Despite these findings, which have been confirmed by further research reviews, many teacher-preparation programs have been slow to embrace what’s become known as the science of reading .

See also : How Do Kids Learn to Read? What the Science Says

For this review, a team of reading experts evaluated the syllabi for required reading courses to see if the textbooks, planned lecture topics, and assigned readings support the five components of reading. Passing mentions of the components were not enough—NCTQ says its experts looked for “clear evidence of dedicated course time as well as measures to hold teacher candidates accountable for learning each component.” (The methodology of reviewing syllabi has been criticized in the past . Each program is now shown its rating before publication and given a chance to provide input and additional evidence; 15 percent of programs took NCTQ up on that offer for this review.)

In a statement, U.S. Secretary of Education Betsy DeVos slammed colleges whose curriculum did not adequately support the five components of reading.

“When nearly half of our nation’s teaching colleges are teaching future teachers what amounts to junk science, it’s no wonder nearly half of our nation’s low-income 8th graders are functionally illiterate,” she said. “How can anyone sit by and let this continue? How can even one college continue with a discredited curriculum? We know how to teach kids how to read. We just need to equip teachers with the fact-based, proven science to do it.”

Gaps in Coverage

The NCTQ experts found that comprehension was the component most covered by traditional teacher-preparation programs, and phonemic awareness was the least—just over half of traditional programs cover this skill, which is the ability to identify individual sounds in spoken words. And only 53 percent of those programs spend enough time preparing prospective teachers to teach fluency, or the ability to read accurately and smoothly .

Even so, phonemic awareness was the area in which traditional programs saw the most growth—in 2013, only 35 percent of programs covered that particular component.

Walsh noted that research about phonemic awareness and fluency is newer than research about the other three components, which might explain their significant improvement over time as professors become more familiar with the body of reading research.

“If you were trained even in the ‘90s, you may not have learned anything about phonemic awareness,” she said. “The fundamental reason why teacher education has not been teaching the science of reading is that the teacher-educators are not themselves trained in it.”

For instance, an Education Week survey asked professors who teach early literacy how many phonemes are in the word “shape.” (There are three: “sh,” “ay,” and “p.”) While nearly all professors answered correctly, there was variation based on experience: 95 percent of those with less than five years in the field responded correctly as compared to 79 percent with more than 20 years of experience.

In the NCTQ review, preparation programs received an A if they adequately covered all five components—26 percent met this benchmark. A quarter received a B, meaning they covered four elements of reading. Eighteen percent of programs received a F, meaning they covered one or zero of the components with enough dedicated course time.

NCTQ also reviewed every required textbook—725 in all, which is seven times higher than the number of textbooks used in elementary mathematics programs—and found that 40 percent are “inadequate” for teaching the science of reading. Many of the textbooks promote unproven strategies like cueing systems, which encourage students to use semantic, visual, and syntactic clues to read an unfamiliar word, and running records, which is a tool for teachers to track student reading errors based on cues.

An Education Week analysis found that professors who teach early-reading courses are introducing the work of researchers and authors whose findings and theories often conflict with one another , including some that may not be aligned with the greater body of scientific research.

The Type of Program Matters

Traditional undergraduate programs have improved the most, according to NCTQ’s analysis. Fifty-seven percent now earn an A or a B, which is a 10-point improvement from 2016 and an 18-point improvement from 2013.

Traditional graduate programs, however, have stagnated. Thirty-three percent earn an A or a B, which is 9-point improvement from 2013, but is the same percentage as in 2016. That is partially due to the fact that more graduate programs are included in this year’s review than in years past, NCTQ notes.

Even so, coverage of the reading components varies significantly by program type—on average, there’s a 20-point difference for each component. For example, just 36 percent of graduate programs cover phonemic awareness, compared to 55 percent of undergraduate programs.

Graduate programs do only offer two courses on average in reading instruction, compared to three in undergraduate programs—but even when NCTQ compared two-course graduate programs to two-course undergraduate programs, there was still a meaningful difference in their scores.

Walsh said she’s not sure why this difference exists. One theory, she said, is that the more senior faculty members are more likely to teach at the graduate level, and they might be the least likely to be trained in the cognitive science. That theory is unproven.

However, Education Week’s survey did find that less-experienced instructors were more likely to teach research-backed principles of reading than senior professors. For example, 69 percent of instructors with five years or less experience in higher ed said a student who comes across an unfamiliar word should first sound it out (as opposed to look at the pictures or use context clues to make a guess). Just 38 percent of professors with more than 20 years experience said the same. Senior professors were also much more likely to teach cueing systems.

Also, NCTQ’s review of the 58 alternate-preparation programs yielded poor results—all but 12 of the programs received an F or a D. Only one alternate program, the California Teacher Residency Program at the Alder Graduate School of Education, earned an A.

The NCTQ analysis only considered coursework that’s required before candidates step into the classroom as teachers of record, which is probably why so many programs failed. Many alternate-preparation programs allow candidates to take coursework while teaching.

“It’s a fundamental flaw of their design,” Walsh said. “Most kids only get one chance at 1st and 2nd grade.”

Mississippi a Bright Spot

Just like in 2016, Misissippi teacher-preparation programs earned the highest aggregate grade of the nation, with eight of its 12 traditional programs earning an A and the other four getting a B.

There has been a renewed commitment to early reading in the Magnolia State in recent years. Every undergraduate elementary education program in Mississippi has to require that prospective teachers take two courses in early literacy that cover the five components of reading. And the nonprofit Barksdale Reading Institute has worked to deliver research-based training for professors of early literacy across the state.

Mississippi was also the only state in the nation to make improvements in 4th grade reading over the last two years on the National Assessment of Educational Progress, although those gains cannot be explicitly linked to these reforms.

Image via Getty, charts via NCTQ

Correction: A previous version of this story misstated the number of alternate-preparation programs that received an F or a D rating. It was 12.

A version of this news article first appeared in the Teaching Now blog.

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Molly Ness, PhD

Literacy advocate – podcaster – former university professor – author- reading clinician – reading researcher.

Fierce advocate for literacy access, equity, and research-based practices

My newest book | Published in 2023 | Foreword by Natalie Wexler

Read alouds for all learners.

In Read Alouds for All Learners: A Comprehensive Plan for Every Subject, Every Day , Grades PreK–8, Molly Ness, supported by current research and personal experiences, demonstrates the sobering effect an absence of read alouds in classrooms has on preK–8 students’ comprehension skills. She provides intentional directions on planning and implementing a read-aloud routine that supports young learners’ literacy development, content-area knowledge, social-emotional learning, and academic achievement.

Highlights the role of read alouds in the science of reading

Overviews the physiological, academic, linguistic, and socioemotional benefits of read alouds, presents a ready-to-use planning guide for reading aloud across content areas and grade levels, gain tips targeted for each age group’s social-emotional learning and cognition, professional learning.

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“I want to express my sincerest gratitude for your time and effort. The staff has continued to share their enthusiastic responses to your dialogue and the ideas and knowledge that you presented. You have provided an incredible opportunity for our staff to learn how we can best provide for student success.”

My career in education began as a middle school teacher in Oakland with Teach For America. I hold a doctorate in reading education from the University of Virginia, where I served as the director of the McGuffey Reading Center. I spent 16 years as a university professor; I am a prolific researcher and writer; I have written four books and numerous articles in top-tiered educational journals. In 2019, I created the End Book Deserts podcast, and in 2022 created the Coalition for Literacy Equity.

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Graduate Certificate in the Science of Reading, Certificate

The Graduate Certificate in the Science of Reading is designed for teachers with teaching certifications seeking more expertise in literacy without necessarily pursuing an entire Master's degree. 

The four-course sequence can provide continuing education credits in the form of Act 48 credits and can count towards teachers' Instructional II certification requirements. 

The four-course sequence is stackable and can be applied to a future M.Ed. degree in Elementary Education or Special Education, if desired.

This entire certificate can be completed online.

Admissions Requirements

Admissions to the M.Ed. programs are evaluated on a rolling basis.  

Application Checklist Items

• Standardized Exam Required: No
• Official Transcripts Required: Yes
• Personal Statement Required: No
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• Resume Required: Graduate Program in Higher Education only
• Copy of teaching certificate: No

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• English Competency Exam Required: TOEFL
• Transcript Evaluation Required: Yes
• Certificate of Finances Required: Yes

Courses in the Science of Reading Certificate are offered throughout the year to accommodate teaching practitioners working during the school year.

This may include week-long intensive courses during the summer semester(s).

Courses for this certificate include

• EE512: Emergent Language and Literature
• EE514: Literacy for Early Elementary
• EE516: Reading Assessment and Differentiated Instruction
• EE518: Literacy Interventions

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• 2023-2024 Graduate Catalog

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Enriching Field Experience:  Students begin field experiences in the first semester of sophomore year, always under the guidance of a university professor. To arrange placements, we employ a former principal with important contacts in local districts. Students benefit from excellent field placements with great local teachers. Study Abroad:  Our Teacher Education students gain global perspectives, studying in Rome, London, and Limerick, Ireland with Spain and other destinations on the horizon. Teach Abroad:  Education students can take their global perspectives even further. In recent years, they have taught in primary and secondary schools in Capetown, South Africa and India through DeSales-sponsored faculty-led trips. Recent graduates are teaching throughout Asia and other countries in full time positions. Technology-Rich Curriculum:  DeSales University Teacher Education has received a special designation from the Pennsylvania Department of Education for industry-leading technology integration in our teacher education programs. Transferable Certification to Other States:  Pennsylvania mandates rigorous, clear, teacher certification standards that make Pennsylvania certification easily transferable to other states. For additional detail on individual state certification requirements, refer to the state of choice.

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• Tuition/credit hour: $590*
• Instructional Technology Fee: $10/credit included in tuition
• Student Teaching Fee: $260
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*Tuition/credit hours listed are for 2024/2025 academic year. Tuition and fees are reviewed each academic year and are subject to change  with  notice.

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DeSales University offers graduate students the opportunity to defer payment of their tuition when they will be receiving reimbursement from their employer or when they are eligible to receive financial aid. A copy of your employer's tuition reimbursement policy must be forwarded to the Treasurer's Office and/or all necessary financial aid paperwork must be filed with the Financial Aid Office before tuition deferment is granted. 

Tuition deferment is a privilege given to graduate students at DeSales and can be revoked if this privilege is abused. Please note that you, as the student, are responsible for payment of your tuition balance in the event that your financial aid/loans or employer reimbursement is not received by the Treasurer's Office.

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When a student is eligible for tuition reimbursement from his/her employer, written evidence of eligibility is required. The student is responsible for requesting this reimbursement from his/her employer. In cases where reimbursement is contingent upon successful completion of the course(s) and the student either withdraws or does not achieve a grade sufficient to warrant maximum reimbursement, the student is ultimately responsible for payment for the course(s).

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A refund of tuition payments will be made to a student who withdraws from a course. In all cases, credits will be calculated from the date the student completed the official withdrawal form, and the rebate will be based on the schedule shown listed below. 

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