In the past two years, seemingly every mainstream literacy conversation can be linked to the science of reading movement and the extensive research backing it.
This movement has gripped the nation—educators, district leaders, edtech companies and state legislators—in perpetual conversation around the most effective method to teach students to read and write. Most notable is the debate that sparked the movement’s inception: the conflict between phonics-based and whole-language approaches.
Recently, a new sub-debate has entered the science of reading conversation: is skill instruction more important than comprehension instruction for literacy development?
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On one side, those advocating for skill instruction believe that skills are the essential bridge to reading. Without them, students will never be able to comprehend an entire text. On the other hand, those advocating for comprehension instruction argue that the goal of reading is understanding, and therefore, instruction should always prioritize comprehending authentic texts.
For close to 20 years, I have examined this debate from multiple angles—as an educator, as an instructional leader, as a literacy specialist, as a district coach and as a parent. With this experience, I can confidently say there should be no debate here. Skill instruction and comprehension instruction are both critical and central to all literacy development. One is not more important than the other. They are equal and complementary. Always.
Let’s take a closer look at the difference between these types of instruction:
- Skill instruction focuses on the modeling and practice of foundational literacy skills. Imagine a hammer breaking down the complex concepts of reading and writing into smaller parts. These are literacy skills. These skills range from early foundational elements like blending and syllabication—keys to early phonics instruction—to more advanced skills such as constructing complex sentences or using figurative language to create vivid imagery in writing.
- Comprehension instruction is driven by cognitive strategies and the unpacking and synthesis of complex information. Imagine reading and writing as locked houses filled with knowledge and understanding. This approach builds entry points into these “houses” by explicitly teaching the thinking that unlocks comprehension for all learners.
Seeing past the science of reading debate
So how can educators determine which model to use at what time in the classroom? The answer is straightforward: it lies in data. Educators continuously assess students, but the crucial aspect of data collection is to systematize it to effectively guide strategic instruction.
Not all data is easily actionable for educators—especially with literacy. But schools and districts can focus on supporting their teachers in using formative assessment data to determine instructional next steps and interventions.
As we begin the new school year, I encourage you to move away from the ongoing public debate around the science of reading and focus on how you can apply the insights from learning science to support the educators in your buildings. Consider implementing the following:
- To support skill instruction, utilize diagnostic data to map skills across the year. Ideally, diagnostic assessments are administered at the beginning of the school year. Educators can use this data to identify skill gaps and then integrate skill instruction directly into unit plans across the calendar year. Diagnostics can continue to be used throughout the school year to check for mastery and recalibrate skill instruction.
- To support skill instruction, select edtech resources that provide actionable data: Effective data systems are key to driving purposeful literacy instruction. Invest in systems that provide the formative assessment metrics necessary for responsive literacy learning.
- To support comprehension instruction, identify the cognitive strategies that drive student thinking: The brain is the most important asset a student can use to acquire literacy proficiency. We must encourage educators to establish their classrooms as thinking classrooms and train students in strategies that support this transfer of learning. Our brains naturally employ problem-solving thinking patterns when seeking to understand. In reading basic texts, this might look like “making connections” or “predicting.” As we progress into deeper learning with disciplinary texts, this might evolve to include strategies to support “author’s purpose,” “natural phenomena,” or “enduring issues in history.” Either way, strategic thinking leads the way to comprehension.
- To support comprehension instruction (yes, it is important to build context and background): The activation of prior knowledge or the explicit teaching of new information provides a point of access into the previously discussed “locked houses” of reading or writing. When done effectively, this background information can be activated later with the cognitive strategies being used to drive student thinking.
- And to continue to navigate a fraught educational landscape, remember to never lose sight of what matters the most: the students and adults in your building.
Next time there’s a polarized debate about what is better for students learning, be sure to consult your educators. An informed and well-equipped teacher will be able to provide you with an important answer: your instruction must always support the learners you are teaching—especially when it comes to literacy development.
