Science of Reading

The science of reading draws on decades of interdisciplinary research to better understand how students learn to read and how educators can support literacy development. Explore resources that examine the research, address common questions, and connect evidence to practice.

Featured Resources

Additional Resources

• The Science of Reading: Making Sense of Research
  Timothy Shanahan
  ARTICLE | The Reading Teacher (paid access)
• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading

  Nell K. Duke and Kelly B. Cartwright

  ARTICLE | Reading Research Quarterly (open access)
• The Primacy of Science in Communicating Advances in the Science of Reading

  Wesley A. Hoover and William E. Tunmer

  ARTICLE | Reading Research Quarterly (open access)
• The Science of Adolescent Literacy

  George G. Hruby and Leslie D. Burns

  ARTICLE | Journal of Adolescent & Adult Literacy (open access)
• Delivering on the Promise of the Science of Reading for All Children

  Nicole P. Terry
  ARTICLE | The Reading Teacher (paid access)
• Science of Reading and Equity
  SPECIAL COLLECTION | Reading Research Quarterly (access varies)
• The “Yes/And” of the Science of Reading
  Lisa M. Domke
  ARTICLE | Literacy Today (member magazine)
• Reading Science for Emergent Bilinguals: Lessons From Bilingualism and Cognitive Research
  Ana Taboada Barber
  ARTICLE | The Reading Teacher (open access)
• Teaching Reading as a Complex and Multidimensional Process
  Faythe Beauchemin, Brenda Luo, Li Yong, and Geying Zhang
  ARTICLE | The Reading Teacher (open access)
• Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading
  Alida K. Hudson, Karol A. Moore, Bing Han, Poh Wee Koh, Emily Binks-Cantrell, and R. Malatesha Joshi

  ARTICLE | Reading Research Quarterly (paid access)
• The Science of Reading on Social Media: TikTok Content Creators' Discourse Patterns and Bodies of Knowledge
  Lindsey W. Rowe, Sarah Jerasa, Heather Dunham, C. C. Bates, Tobi Pirolla, and Meghan J. Malloy
  ARTICLE | Reading Research Quarterly (open access)