The Science of Reading Made Practical: A Leader's Guide to Action

Science of reading-based literacy instruction has become a cornerstone of effective literacy education. However, adopting a science of reading (SOR) approach takes more than understanding the theories and practices that underpin it. The success of any science of reading initiative requires a system-wide commitment to SOR-aligned professional learning, evidence-based instructional materials, and a culture of continuous improvement. For educators to translate theory into classroom practice, they need two things: a strong understanding of how students learn to read and the practical tools—curricula, assessments, and instructional practices—grounded in that science.   

Why is Professional Learning in SOR so Important?  

Professional learning in the science of reading (SOR) equips educators with both the understanding and practical strategies needed to improve literacy outcomes. Through professional learning, teachers gain: 

• A deeper understanding of how reading develops across the domains of phonological awareness, phonics and decoding, fluency, vocabulary, and comprehension, and how Structured Literacy supports development across these domains. 
• The confidence and skill to apply Structured Literacy methodologies in the classroom. 
• Strategies for identifying student skill gaps and providing learners with the right instructional support. 
• The capacity to critically evaluate whether instructional materials are truly aligned with SOR, and not just labeled as such. 

This kind of professional learning is essential to building school-wide congruence in SOR-aligned instruction and in helping every student become a proficient reader. 

What Kind of Professional Learning Works Best?  

The most impactful professional learning in the science of reading is: 

• Grounded in research and systematic, deepening educators’ understanding of how reading develops and how to support all students in becoming proficient readers. 
• Job-embedded and ongoing, rather than “one and done” workshops. This allows teachers to apply what they are learning and continually refine their work with their students. 
• A balance between theory and practice, helping educators understand why specific approaches work and how to apply them effectively. 
• Coupled with instructional materials that follow the Structured Literacy approach and incorporate Orton-Gillingham principles, when appropriate. Such materials must include explicit, systematic phonics and decoding instruction, multisensory strategies, and cumulative review. 

Professional learning should also support teachers in using data—from screeners, diagnostics, benchmarks, and formative assessments—to make instructional decisions and monitor student progress. 

Beyond Professional Learning: Teachers Need SOR-Based Programs and Tools 

Professional learning is powerful, but without access to aligned programs and tools, its impact is limited. To deliver effective SOR-based reading instruction, educators must also have access to SOR-based materials. For example: 

• Foundational skills programs that follow the Structured Literacy approach 
• Decodable readers to apply and reinforce skills based on the phonics and decoding skills sequentially taught 
• Screeners and diagnostic assessments to pinpoint student needs, and inform ongoing instruction 

Again, when teachers are equipped with both theory (the “why”) and materials and strategies (the “how”), they have the power to transform literacy instruction and help build lifelong readers. 

What Can Administrators Do? 

District and school leaders play an essential role in the success of any SOR initiative. To drive optimal outcomes, leaders can: 

• Invest in ongoing professional learning that helps educators continually deepen their understanding of what the science of reading is and how to tailor reading instruction to meet student needs. 
• Provide teachers with SOR-aligned programs and tools, along with training and support to implement them with fidelity. 
• Support job-embedded coaching and mentoring so teachers can reflect and refine their work as they apply new SOR-based practices. 
• Create time and space for collaboration, peer support, and continuous improvement through professional learning communities (PLCs) or other instructional teams. 
• Support data-driven instruction, providing training on how to interpret data and adjust instruction as needed. 
• Lead by learning. When administrators participate in SOR learning alongside educators, they model shared ownership and are better equipped to support SOR initiatives. 

Be Judicious When Identifying Solution Providers 

As leaders evaluate instructional materials grounded in the science of reading, ensure that all core and intervention resources follow the Structured Literacy approach, providing explicit, systematic, and cumulative instruction. When selecting materials for Tier 3 support or special education, look further for evidence of Orton-Gillingham principles, including multisensory techniques and individualized, mastery-based pacing. 

EPS Learning partners with schools and districts to achieve their literacy goals through evidence- backed solutions along with teacher-centered training and support, providing comprehensive, SOR-based solutions for students at all reading levels. The SPIRE Literacy Suite includes Structured Literacy, Orton-Gillingham-based intervention programs to meet Tier 2, Tier 3, and special education needs, in addition to professional learning, job-embedded coaching, and support so that teachers can deepen their practice as literacy instructors and implement SOR-based curriculum effectively. 

Looking Ahead 

Implementing the science of reading is not a one-time initiative. It is an ongoing commitment that requires thoughtful planning, coordination, and persistence. When leaders invest in professional learning and equip teachers with the materials and support needed to apply that learning, they make transformational change possible and move closer to achieving the vision of literacy for all students.