Podcast Transcript Ep 97 & 98: Understanding and Using the Science of Reading

They emphasise that the science of reading is a term used by various educational communities and can have different interpretations. They provide definitions from reputable sources, highlighting that it encompasses multidisciplinary knowledge from educators, linguistics, cognitive psychology, special education, and neuroscience about how children learn to read.

They discuss common misconceptions, such as equating the science of reading with a specific phonics program, and the challenges this can create in education. They emphasise the importance of continually updating knowledge because the science of reading is always evolving.

The podcast also delves into different models of the reading process, including the Simple View of Reading, Scarborough's Reading Rope, and the Active View of Reading. These models are seen as valuable tools for understanding reading but are not a one-size-fits-all solution. The discussion highlights that teachers need strong content knowledge and pedagogical skills to apply these models effectively in the classroom.

Keay and Diane then discuss the importance of providing students with independent reading and writing time. They stress the need for explicit instruction during this time, ensuring that students understand how to apply what they learn in their own reading and writing. 

They reference the National Reading Panel's five major components for successful reading: phonemic awareness, phonics, comprehension, vocabulary, and fluency. They highlight the significance of providing balance in a  reading program that integrates systematic phonics instruction with other reading elements. Vocabulary instruction is discussed, with an emphasis on morphology and building vocabulary through reading. The evolving understanding of these components over time is acknowledged.

Overall, the podcast emphasises the importance of staying informed about the evolving science of reading and using this knowledge to inform teaching practices tailored to the needs of individual students. 

Diane emphasises the importance of offering books that make sense and are interesting for students, as opposed to overly decodable books with limited word patterns. She suggests allowing students to explore words and create sentences with specific word patterns to enhance both encoding and decoding skills.

Diane and Keay stress the importance of exposing children to excellent models of the English language from an early age, referencing classic children's books by authors such as Eric Carle, Mem Fox, Pat Hutchins, Pamela Allen, and Dr. Seuss. They argue that rich literature not only supports language development but also helps students learn to make inferences, predictions, and visualisations while reading.

The conversation also touches on the topic of comprehension instruction. Both experts advocate for teaching comprehension strategies from the beginning of a child's school journey, emphasising that comprehension instruction should start early to ensure that all students have access to it. They reject the idea that comprehension instruction should be delayed until a certain grade.

Additionally, Diane and Keay discuss the importance of motivation and engagement in reading, highlighting the significance of giving students choices in what they read. They stress that fostering a love of reading and ensuring students believe in their own reading abilities are critical for long-term engagement.

Diane and Keay emphasise the importance of teaching students a repertoire of strategies to enhance comprehension and motivation in reading. They reference Chris Tavani's work on motivation and engagement, highlighting how students often wear masks to hide their reading struggles, even in primary school. They discuss the significance of executive skills in reading comprehension, drawing from Kelly Cartwright's book, which defines executive skills as tools for managing thinking processes. The educators stress the value of incorporating these skills into classroom instruction and guiding students to become CEOs of their own brains. They underscore the need for ongoing professional development, open-mindedness, and a wide range of expert sources to inform teaching practices.