Practical Insights for Bringing the Science of Reading to Schools and Classrooms

Guest article by Dr. Norene A. Bunt
For the past two decades or more, educators, parents, legislators, and the general public have indicated concerns about our nation’s literacy proficiency. Federal and state governments have made several attempts to enact legislation for the purpose of raising literacy rates, but legislation alone won’t lead to the anticipated positive impact on reading proficiency in our schools. Educators need to look at our instructional designs and paradigms for literacy instruction to attempt to increase students’ reading proficiency.
The recent focus on literacy instruction based on the science of reading is expected to have a significant positive impact on students’ reading proficiency. School districts have begun emphasizing phonemic awareness and phonics, as well as decoding strategies, which are important aspects of research-based literacy instruction. With several other changes in instructional methods, such as more time and emphasis placed on vocabulary and comprehension, we should begin to see increases in reading proficiency levels.
The Current State of Reading Proficiency in the U.S.
As stated above, there is reason to believe the emphasis on science of reading in literacy instruction will lead to increases in students’ proficiency levels. Even with that context, it’s important to review the current state of reading proficiency in the country so we are sure to maintain appropriate urgency in implementing and sustaining research-based curriculum and instruction.
On the national level, a couple of the main assessments include the Programme for International Student Assessment (PISA) and National Assessment of Educational Progress (NAEP), also known as “the nation’s report card,” both of which have indicated declines in reading performance since 2018. Looking specifically at the 2023 NAEP scores provides some important detail, where we can see average reading scores declining for several different student groups, including male and female students, students eligible and not eligible for the National School Lunch Program (NSLP), and White and Black students in comparison to 2020.
In my home state of Iowa, in working with a number of school districts, I have seen similar trends. The 2024 ELA results from the Iowa State Assessment of School Progress (ISASP) show significant proficiency gaps between some student groups and their classmates, including students who were eligible for free or reduced-price lunch (15 to 16 percentage point difference), students with disabilities (40 to 50 percentage point difference) and English learners (41 to 59 percentage point difference).
These statistics show that reading proficiency for all our students should be a priority, with subgroup proficiency being of even greater concern.
Factors Impacting Student Reading Proficiency
Several factors directly related to literacy instruction have contributed to the slow progress in improving students’ reading proficiency. These include the following:
- Pendulum swings nationally – Since at least 1990, philosophies about formats for teaching literacy have changed every 10 years. Examples include Reading First, balanced literacy, guided reading, and the Daily 5 structure. This leaves teachers feeling uncertain about the most effective formats and strategies for teaching reading.
- Challenging school and classroom realities:
- Teachers are expected to instruct students of a wide range of ability levels (from several years below grade level to several years above grade level).
- Time for Tier 1 whole group instruction is limited and much of the academic block is used for small group instruction.
- The amount of time allocated for small group instruction, or working independently or with peers, limits the amount of time for high-quality, grade level instruction led by a qualified teacher.
- Using a small group format for all students’ reading instruction is not manageable based on time availability and teacher resources.
- Teachers are tasked with designing individualized instruction for a significant number of students.
Additionally, school leaders and educators should pay close attention to the use of grouping and below-grade-level texts, along with the percentage of the literacy block that is spent on independent reading. An overreliance on any of these elements, without adequate foundational phonics and phonemic awareness instruction, can limit students’ progress.
To increase reading proficiency in our schools, we must implement comprehensive reading instruction that addresses all the components of the science of reading and allows all students to have access to quality, Tier 1 literacy instruction.
The Science of Reading: What it is and What it “Looks Like”
The Reading League (2022) describes the science of reading as “a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing.” This research is based on thousands of studies conducted since the 1970s in multiple countries around the world.
- The science of reading research recognizes five main components of Core literacy instruction. Tier 1 instruction should address each of these components:
- Phonemic awareness
- Phonics
- Fluency
- Vocabulary
- Comprehension

- Universal instruction means that all students receive instruction within an evidence-based, core program, typically within the whole group setting. Edward S. Shapiro, developer of the Response-to-Intervention (RTI) Action Network's Tiered Instruction and Intervention models, wrote “If the Tier 1 core instructional program is implemented with high fidelity by well-trained teachers the expectation is that most students receiving this instruction will show proficiency in their assessment outcomes” (Shapiro, 2008).
- It is important to ensure that all students receive high-quality instruction in a whole group setting for 45–60 minutes of the literacy block. Struggling students should not be pulled out of the classroom for Title 1, Special Education, and interventions during whole group, Tier 1 instruction.
Literacy instructional format based on the science of reading research:
- Whole Group Instruction - 45-60 minutes for all students using grade-level text
- Explicit instruction in Vocabulary, Phonics, and Language Arts
- Comprehension Explicit Instruction/modeling and practice
- Fluency Practice and Discussion of Grade-Level Text
- Explicit Instruction in Writing
- Small Group Instruction – 30-45 minutes (for students in need of additional support)
- Small group review, reteaching, extra guided practice in vocabulary, phonics, language art skills, and comprehension strategy (from large group)
- Reading of instructional grade-level or related text, with support as needed
- Reteaching, review, and guided practice in writing
- Support and guidance for other reading assignments/tasks
- Independent/Partner Work – 30-45 minutes (for those not in small group)
- Reading of assigned grade-level text (practicing fluency)
- Phonics/vocabulary work
- Comprehension tasks for application of strategies
- Writing Tasks
** For independent work time to be the most effective and to enhance students’ learning of grade-level standards, assignments and activities should be selected that directly reinforce the skills and strategies taught in whole group.
Emphasis on Research-Based Materials and Instructional Strategies Provides Reasons for Confidence and Optimism

The statistics above demonstrate evidence of where we’ve been as an education system, and where we are currently, but that doesn’t mean they predict where we are going. While assessment results indicate the urgency of focusing on research-backed instructional approaches to reading, educators should be encouraged by the emphasis across states nationwide on research-based materials and instruction. Here are some of the compelling reasons to feel confident about the future:
- The whole group-small group-independent/partner work format can be readily implemented in most classrooms.
- When all students are not involved in small group reading instruction or interventions, this allows for more whole-group, teacher facilitated instruction, which makes instruction in all the components more “doable.”
- When students are included in quality, whole group instruction, there is more equity in regard to all students receiving instruction in grade level/core standards.
- Multiple avenues for schools to receive support in implementing literacy instruction based on the science of reading are available (online workshops/courses, podcasts and blogs, professional development from in-house and outside experts).
- Choosing supplemental curriculum options designed with the science of reading will best support literacy learning during Independent/Partner Work.
5 Keys to Follow in Your School or Classroom
Whether you are a school leader overseeing the practice of literacy instruction aligned with the science of reading, or a teacher working to level up instruction in your classroom, there are a handful of key elements worth remembering. Here is a quick list to keep in mind:
- Follow the whole group-small group-independent/partner work format. Whole group should be 45-60 minutes.
- Small group instruction should be provided for students who truly need it, and this instruction should support students in being successful on the Tier 1 learning targets/objectives.
- Independent/partner work should be directly related to whole group instruction and should allow students to practice applying what was taught in whole group.
- ALL students should be instructed using grade-level, common text. Students should have the texts in their hands.
- Literacy instruction needs to address all the components of the science of reading – phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing (avoid focusing on 1 or 2 components).
Final Thoughts
Low levels of reading proficiency can have a dramatic effect on students throughout their school years and their future success in college and their careers. It is essential that we monitor students’ levels of reading proficiency and make changes in literacy instruction that will increase proficiency. Providing all students with quality Tier 1 instruction that addresses all of the components of the science of reading and utilizes grade-level texts can have a powerful impact on students becoming proficient and successful readers.
References:
Iowa Department of Education. (2024). Iowa 2024 spring student assessment results. https://educate.iowa.gov/media/10420/download?inline
Kashima, Y., Schleich, B. & Spradlin, T. (2009). The Core Components of RTI: A Closer Look at Evidence-based Core Curriculum, Assessment and Progress Monitoring, and Data-based Decision Making. https://files.eric.ed.gov/fulltext/ED531828.pdf
Lewis, K., & Kuhfeld, M. (2024). Recovery still elusive: 2023-24 student achievement highlights persistent achievement gaps and a long road ahead. https://www.nwea.org/uploads/recovery-still-elusive-2023-24-student-achievement-highlights-persistent-achievement-gaps-and-a-long-road-ahead_NWEA_researchBrief.pdf
Literacy statistics 2024- 2025 (where we are now). National Literacy Institute. https://www.thenationalliteracyinstitute.com/post/literacy-statistics-2024-2025-where-we-are-now
NAEP long-term trend assessment results: Reading and Mathematics. The Nation’s Report Card. https://www.nationsreportcard.gov/highlights/ltt/2023/
The Reading League. https://www.thereadingleague.org
About the author
Norene A. Bunt, Ed.D is a former teacher, principal, curriculum coordinator, school improvement strategist, and superintendent. She is author of the book Solving the Literacy Puzzle: Practical Strategies for Integrating the Science of Reading Into Classroom Instruction.
Dr. Bunt is an expert on best practices in literacy instruction and integrating the science of reading effectively and efficiently to support high levels of learning for all students. Her expertise has been developed over more than 15 years of teaching experience and 17 years serving in leadership roles in schools with widely diverse populations of students, as well as through action research, classroom observations, and extensive reviews of current research. She has been awarded the Better Boardsmanship from School Administrators of Iowa and served on the School Administrators of Iowa’s new administrator forum and concept design teams.