Literacy| From McGuffey Readers to the Science of Reading

In 1835, the McGuffey Readers, primers for students from grades one to six, became the most popular teaching method. They used a phonics-based literacy system. After over 170 years, the Science of Reading system became popular. It is now used in over 40 states and DC.

The Science of Reading is not a single theory. It’s a large body of research from cognitive psychology, neuroscience, linguistics, and education that looks at how people learn to read. It emphasizes:

• Phonemic awareness (hearing and manipulating sounds)

• Phonics (linking sounds to letters)

• Fluency
  

• Vocabulary

• Reading comprehension

  
  

The “Simple View of Reading” model states that understanding what one reads depends on recognizing the word and understanding it. Reading coaches support this work. They are not classroom teachers, but are experienced literacy specialists.

Reading coaches observe teachers in the classroom. They demonstrate effective reading lessons and help teachers analyze students’ reading data. Reading coaches also train teachers in phonics, vocabulary, fluency, and comprehension instruction, and recommend instructional strategies. They recommend instructional strategies. This is effective because they provide ongoing support rather than one-time workshops. They are the educational equivalent of an athletic coach. They don’t play the game, but help all the players improve.

A single training session rarely changes classroom practice. Teachers are more likely to adopt new methods when someone works with them regularly, observes lessons, and gives feedback. Reading coaches are most often found in schools with large numbers of struggling readers.

Reading coaches usually have several years of classroom experience. They often have a master’s degree in literacy or reading instruction. Some also earn additional certifications beyond their initial degrees. Many reading coaches now seek specialized training in several subjects. These include phonics, phonemic awareness, fluency, vocabulary development, reading comprehension, and dyslexia intervention.