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Supporting multilingual learners—by supporting their families

Woman smiling in front of a brick wall, surrounded by colorful illustrations of a turtle, toucan, book, and nature, with the word "¡Hola!" at the top left—celebrating technology in the math classroom and boosting the performance of students.

Teachers know that multilingual/English learners (ML/ELs) are an important and fast-growing population in today’s classrooms. In 2021, more than 10% of students enrolled in public schools across the U.S. were identified as English language learners, with some projections suggesting this number could reach 40% by 2030.

But when it comes to partnering with the families of ML/ELs for student success, we’re just beginning to tap into what’s possible.

I’m an ML/EL teacher and former homeroom teacher at a school serving many ML/ELs.

Here’s what I’ve learned about best practices for bridging the school-to-home communication gap and partnering with families (all families!) to ensure their child’s success.

Recognizing the communication gap: Common challenges with multilingual families

In my experience, three common barriers can stand in the way of strong family engagement and student success:

  • Cultural expectations around parent-teacher communication: In many cultures, school is considered the teacher’s domain. Reaching out may be seen as crossing a line—or simply not expected at all.
  • Logistical challenges: Unpredictable schedules may lead to missed messages, delayed responses, or inconsistent availability.
  • Language barriers: If a message isn’t in a language a caregiver understands, it’s unlikely they’ll respond—not because they don’t care, but because they can’t fully engage.

Supporting multilingual learners starts with recognizing these barriers not as signs of disconnection, but as invitations to shift our approach. There are best practices we can adopt to help bridge the gap—and build the trust and relationships our students need to thrive.

Tools and strategies for better parent-teacher communication

If you want to communicate with families who speak a variety of different languages, the first step is finding the method of contact that works best for each of them. My school uses an auto-translating app called ParentSquare for home communications—but not all families I’ve worked with respond to ParentSquare messages. So if a family isn’t responsive to one mode of communication, try another!

It’s a good idea to ask families on Back-to-School Night—or whenever your students first arrive—if they have a preferred mode of communication. I’ve found I get the best response rate by creating a Google Voice number and communicating via text, first translating through an app if needed.

Keep a log of this information so you have it on hand when you need it. In the long run, this will be easier for both you and your students’ caregivers than you chasing them down to get them to download, log into, or check a specific app.

The important thing is to consider making contact essential, and to keep trying until you find the mode that works for both you and the parents of your ML/EL students.

Setting the tone for strong family engagement

If you want to forge a strong family-school partnership (and you should!), you also need to set the tone. When families have a different cultural understanding of school engagement than what you’re used to, I’ve found that it helps to explicitly solicit parent input, explaining how a partnership between caregiver and teacher will help support their child’s success.

Let them know how and why they should get in touch with you, and make it easy by reaching out proactively with brief, positive updates.

What multilingual families really want to know

Perhaps most importantly, ask families what they want to know! I’ve attended many parent-teacher conferences—both for my own students and as an interpreter—and I’m frequently struck by how many multilingual families respond when I ask what questions they have. Many families who haven’t previously reached out are suddenly overflowing with questions.

The most common one I get is how they can support their child’s academic journey at home. Parents also frequently request updates about behavior. Understand that just because a family isn’t asking these questions proactively doesn’t mean they don’t care. When I explicitly ask parents what they need, their responses make it abundantly clear that they are deeply invested in their child’s schooling and success.

I’ve also learned that many families—especially those who speak a language other than English at home—may not know that there are many ways to support their child’s growth, even if classroom instruction is not in their home language.

Think about what tips and resources you can most easily provide: Do your students’ parents know that reading or reciting poems, songs, or chants in their home language helps literacy growth? Could you send home simple board games from the classroom to reinforce key skills? Would signing up for a library card give them access to resources they didn’t know were available? Many caregivers of ML/EL students have told me they lack the tools to get involved—but are eager to engage once given tangible strategies.

How teachers can go the extra mile

In order to give our students and their families the support they need, it’s critical that we challenge our internal biases and assumptions. If we assume parents are uninterested or uninvolved, we avoid an opportunity to think creatively about how to bridge communication gaps and facilitate family involvement. We also cut off a world of possibility for our students and limit their access to the academic success that comes from parent involvement.

Working with the families of ML/ELs may bring added responsibilities—but it’s also a unique privilege, full of new opportunities. In teaching ML/ELs, I’ve found that I get to be a cultural bridge—one of the people providing warmth, stability, and welcome to families navigating a new culture. School can be overwhelming in a new country or different language—but a teacher who goes the extra mile can ensure success for both students and families.

Additional resources

An Aussie teaching American phonemes

A woman smiles in a portrait overlaid on an illustrated open book with a ladybug, web, and green landscape, reflecting an interactive teaching style; a speech bubble shows "/u/".

Ever heard of bidialectalism? It means the ability to fluently switch between two dialects.
It was a new word for me when I first started teaching in the U.S.—but I figured it out fast, just by opening my mouth in the classroom.

Bringing my own Australian dialect to teaching six-year-olds deepened my capacity to help struggling readers and multilingual readers. It has also strengthened our classroom community and provided surprising, even amusing opportunities to learn—for all of us.

“What if they get an Australian accent?”

When I first entered an American classroom, I was nervous about teaching phonemes to kids. I kept wondering, “What if they get an Australian accent?” (That never happened.)

I remember my first year teaching Amplify CKLA, standing in front of my students and trying to figure out why the word “from” seemed tricky. For me, it sounded exactly how it was spelled. I kept saying “from,” but my students said: “/f/ /r/ /u/ /m/.”

That was the first of many times I realized how different my dialect really was.

The next one came during our Animals and Habitats unit. We were deep into the lesson when I casually said what sounded like “Pythin,” and a student turned and said, “Don’t you mean PythOn?”

Then came the r-controlled vowels. (R-controlled vowels, also called r-influenced vowels, are vowels that change their sound when followed by an “r” in the same syllable. Instead of sounding short or long, the vowel is “controlled” by the “r”—like in “car,” “bird,” “corn,” “turn,” and “her.”)

Because of my accent, when I said those sounds, they almost always came out as “uh.” (I think that’s why I’ve been told Aussies were responsible for the schwa!) While that got a good laugh—and gave students lots of chances to mimic my accent—it drove home the real importance of phonological awareness.

Learning together: Teaching phonemes and pronunciation

I spent the rest of that first year going over the phoneme videos on the Amplify resources hub, practicing my r-controlled vowels. I did my best to learn to switch between the Australian and American dialects. I even started challenging my students to correct me more often. (“Wait, did I say that right?”)

That led to more intentional practice when teaching grade-level spelling patterns for those individual sounds. I started adding silly actions to go with each one. For example, we’d say, “‘e’ and ‘r’ are friends and together they go ‘errrrr,’” and we’d pretend to turn a key into either side of our cheeks.

Those small quirks helped my students remember the sounds—and they helped me just as much.

Don’t dread it—use it!

So, to any teacher who’s dreading teaching phonemes or teaching kids to read because of their speech or dialect—don’t!

Learning with your students, blending Amplify’s tools with your own quirks and personality, builds classroom memories and creates powerful literacy instruction.

You don’t have to erase your accent to be effective. In fact, embracing your uniqueness might just make you a better teacher.

From one teacher to another: Don’t be afraid of the greatness you already have.

To close out, here’s my favorite use of what I believe is the greatest phoneme/diphthong of all time: Aussie! Aussie! Aussie! Oi! Oi! Oi!

Why hands-on learning matters in science

A knowledge board, a child examining a geode, and a hand holding a geode in front of colorful geode art illustrate personalized learning through hands-on science exploration.

Science should be more than just reading about concepts—it should be something students can see, touch, and explore. When students actively engage with science through hands-on activities, technology, and even literature connections, they develop not only essential science skills, but also deeper understanding and lasting curiosity.

Bringing science to life: Hands-on activities

Perhaps the most effective way to engage students in science is to combine a high-quality curriculum with an interactive teaching style to make it experiential. In my classroom, we use the Amplify CKLA Geology unit to dive into earth science concepts. While these strategies can be applied across grade levels and scientific topics, the following is an example from my fourth-grade classroom’s geology lessons:

  • Examining geodes: Students predict what they will find inside before breaking geodes open. Then they analyze the crystal structures, connecting their observations to Amplify CKLA’s science concepts.
  • Writing about Earth’s layers: After learning about the Earth’s structure, students reinforce their understanding by writing creative descriptions or short stories from the perspective of different layers.
  • Diagramming volcanoes and the rock cycle: Drawing detailed diagrams, students visualize how rocks change over time and how volcanic eruptions shape the Earth’s surface.

Connecting literacy skills to science skills

Incorporating literature deepens students’ understanding of science. I use a mix of trade books and digital resources to bring concepts to life through storytelling and informational texts. These books help students connect scientific ideas with real-world applications, fostering both literacy and science skills.

Literacy skills like reading comprehension and critical thinking are key to understanding complex scientific ideas. When students dive into science-related materials, they practice making sense of data, thinking critically about evidence, and building arguments. These practices boost students’ overall literacy, expanding their vocabulary, sparking their curiosity, and developing their media literacy.

Digital resources for students: Exploring science with Google Earth

To further engage students, I integrate Google Earth into our lesson plans. This allows them to explore real-world scientific phenomena—such as geological formations, ecosystems, and weather patterns—making abstract concepts more tangible. Students love zooming in on famous landscapes, discussing how they were formed, and identifying scientific features. This interactive approach using relevant digital tools helps make science feel relevant and exciting.

Final thoughts: The power of engagement in science

By combining hands-on activities, literature, and technology, I’ve helped my students develop a genuine curiosity about science. As the school year progresses, they ask more questions, make deeper connections, and take ownership of their learning.

Engaging students in science doesn’t have to be complicated—it just has to be meaningful. By making learning interactive, Amplify (through Amplify CKLA and Amplify Science) helps students connect with scientific concepts in meaningful ways. I encourage other educators to bring Amplify’s lessons to life with interactive approaches that spark wonder and excitement in young scientists.

Explore more

  • Let’s keep the conversation going! Join the discussion in our Amplify learning communities.
  • Looking for inspiration? Watch Teacher Connections, a video series featuring practical advice and tools straight from fellow educators—our very own Amplify Ambassadors.
  • Dive into our podcast hub to hear from top thought leaders and educators and uncover cross-disciplinary insights to support your instruction.

The power of data: From literacy assessment to action

Two educational documents are displayed, focusing on early literacy and literacy assessment for grades K-8. Images of children learning are included on the front page, highlighting their journey in language comprehension skills.

Teaching literacy is a balancing act. Your classroom may have students who soar through grade-level reading lessons and others who need additional support—or even intensive intervention—to keep up. And you may feel like there’s never enough time to meet everyone’s needs.

But with data, you can do it. By leveraging assessment data strategically, making the most of core instruction, and integrating intervention and personalized learning, you can give every student the support they need—without adding extra hours to your day.

Let’s break it down.

Types of data, defined

This you know: Not all assessments are created equal. Universal screeners help identify which students need extra support. Formative assessments track ongoing progress. Summative assessments measure overall learning. Each is a tool that equips you with the right information at the right time to adjust your instruction.

  • Before core instruction: Universal screening and diagnostic assessments enable you to see where students are starting from and plan accordingly.
  • During instruction: Formative assessments (e.g., quick checks, observations, and exit tickets) catch misunderstandings early so you can reteach on the spot.
  • After instruction: Summative assessments measure progress; progress monitoring during intervention helps you know if students are on the right track before final assessments.

The goal isn’t more testing—it’s using the data from the assessments you have to make smarter instructional decisions.

Making the most of Tier 1 instruction

You spend most of the school day on core instruction. Making it as effective as possible benefits all students, not just those who are struggling. The key? Teach explicitly; use high-quality materials grounded in the Science of Reading; and keep instruction aligned to grade-level standards while allowing flexibility for different learning needs. Specifically:

  • Model first, then guide, then let them try. Clear explanations and step-by-step modeling give students confidence before they work independently.
  • Use formative assessments to adjust in real time. If an exit ticket shows most students didn’t grasp a concept, a quick reteach the next day can prevent gaps from growing.
  • Group students for targeted support. Small groups during core instruction can help address specific skill gaps without taking students away from grade-level learning.

When core instruction is strong and built around what students actually need, intervention becomes more about fine-tuning rather than catching up from major gaps.

An MTSS framework: The right help at the right time

When assessment data shows that a student needs extra support, targeted intervention helps prevent small struggles from turning into bigger ones. A Multi-Tiered System of Supports (MTSS) can ensure that interventions are structured, data-driven, and matched to student needs.

  • Intervention blocks and small groups: Some classrooms use dedicated intervention blocks to provide students extra support without missing core instruction. Others incorporate targeted small-group instruction during the literacy block. Either way, intervention works best when it’s built into the schedule, not squeezed in as an afterthought.
  • Progress monitoring: Once students enter intervention, regular check-ins track their progress and allow you to make adjustments as needed without waiting for the next big assessment.

Small shifts, big impact

For students who are on track or need more challenge, personalized learning tools—such as adaptive reading programs—can provide meaningful independent practice. High-quality programs adjust automatically based on student performance, so each student gets exactly the right level of support or enrichment without adding extra prep for you.

In other words, teaching literacy well isn’t about working more—it’s about working strategically. By using assessments to inform your instruction, strengthening core teaching, and providing structured support or intervention when needed, you can position every student for success, no matter where they start.

More to explore

From full operation to lasting change with the Science of Reading: Phase 3

Welcome to the third and final installment in our series about the change management required to make the shift to the Science of Reading in your schools.

In Phase 1 of this series, we answered the question: Why is the Science of Reading important? We also described its potential to deliver literacy transformation—both in your classrooms and districts, and nationwide.

Change at that level requires hard work at your level, starting with what those in the field often call “exploration.” In Phase 1, we discussed what teachers should know about the Science of Reading. You established the rationale for changing to a Science or Reading curriculum and built buy-in from stakeholders.

In Phase 2 of this series, we guided you in evaluating Science of Reading programs, helping you answer the question: Which program will best help your school or district transition to the evidence-based practices that will drive results for students? We also walked through the selection, adoption, and initial implementation of Science of Reading resources.

And now you’re ready for change management Phase 3: full operation, innovation, and sustainability. What does this phase look like? How will the Science of Reading be used effectively? Where and how will you see student growth? Read on for all this and more.

Phase 3, part 1: Full operation

At this stage, Science of Reading literacy practices are fully integrated throughout your system.

Remember, the three key drivers of educational change are process, practice, and people. So let’s break the full operation phase down into these categories:

Process

Conduct routine data analysis to monitor student progress and determine areas of needed improvement.

Practice

Expand the focus on evidence-based literacy practice to other grade-level instructional areas to support the integration of these practices into the larger system (when appropriate). That might include personalized learning, intervention, support for bilingual students, and others.

People

Plan and implement onboarding processes for new teachers and administrators. Emphasize deeper understanding of resources and instructional practices through continuous improvement, coaching, and mentoring.

Questions to answer at this stage:

  • How has the integration of evidence-based practices and resources impacted literacy development of students?
  • What specific progress-monitoring processes are in place to track the effectiveness of literacy practices?
  • Are interventions effective for students not reading on grade level?
  • Have we reduced the number of students who are at risk?
  • How are staff onboarded and prepared to step into the system?
  • What ongoing professional learning will occur?

Phase 3, part 2: Innovation and sustainability

All these phases, all this work—here’s where it starts to pay off.

With Science of Reading practices fully in play, you’ll see them start to work in the form of student growth.

This stage will allow for refinement of instructional practice and a much deeper understanding of how Science of Reading research affects student achievement.

This is also a moment to continue building knowledge by focusing on middle school. Your middle schoolers need to draw on the foundational skills built in earlier grades—or get the intervention that will help them catch up—and build an academic knowledge base that will prepare them for success in high school and beyond. Continuing to bring research-based literacy practices to middle school instruction will help them get there.

And now, your final set of the 3 Ps:

Process 

  1. Leave room for innovation aligned with the ever-growing body of Science of Reading research.
  2. Consider creating processes that will allow for the expansion of pedagogy based on the Science of Reading into middle schools.

Practice

  1. Ensure that current research and data are informing instructional decisions and continuing to deepen the knowledge base you’ve built so far.
  2. Implement systems such as collaborative conversations about data, peer-to-peer instructional rounds, and the study of problems of practice to support deeper implementation.
  3. Develop professional learning systems and put them into practice.

People

  1. Emphasize a culture of collaboration and shared ownership, as well as a community of practice.
  2. Focus conversations on student growth and outcomes to better allocate resources.

Question to answer at this stage: 

  • What strategies and systems can we develop to encourage innovation while remaining true to the implementation of chosen resources?

Now you have the tools, the plan, and the motivation to help drive life-changing results and improve literacy outcomes for all students by bringing the Science of Reading into your classrooms. We’re happy to be part of that change. And we’d love to hear how it goes!

More ways to explore:

Accelerating learning in science with the Science of Reading

The Science of Reading: it’s not just for Language Arts.

As host Eric Cross and expert guest Susan Lambert discuss in this Science Connections webinar, the Science of Reading also provides a powerful foundation for science learning.

Here’s what they had to say about bringing evidence-based literacy strategies into the science classroom.

The role of literacy in science literacy

Strictly speaking, the Science of Reading refers to the vast body of research we now have—and put into practice—on the systematic, explicit, and cumulative instruction required for students to learn to read.

There is a misconception that when we’re talking about the Science of Reading, we’re just talking about reading.

—Susan Lambert, Amplify’s Chief Academic Officer for Elementary Humanities

In fact, we’re talking about comprehensive literacy, which encompasses all the essential—and interdependent—components of literacy, including background knowledge, vocabulary, and both comprehension and expression.

In other words, it’s the listening, speaking, reading, and writing that scientists do in the real world—and that students do to engage with and connect to science learning. As we discussed in this post, developing students’ literacy in science helps them develop scientific literacy. And science literacy allows students to become critical thinkers, problem solvers, and strategic questioners—in science and beyond.

Integrating science and literacy in the classroom

What do these literacy strategies look like in practice? Eric puts them to use regularly—and here’s how you can, too.

  1. Use phenomena to activate and gauge prior knowledge. The more you know, the better you comprehend text and the faster you learn—so exploring familiar observable events (frying eggs, seeing your breath on a cold day) can engage students and accelerate their comprehension from the jump.
  2. Provide multilingual resources. “Being intentional about providing access to resources in the languages our students speak is critical,” said Eric. “The data shows that the more proficient students become in their native language, the more proficient they become in a new one.”
  3. Get students writing (and speaking, and editing). Eric has his students document their experiments and observations in (digital) notebooks and online portfolios. They also share with and present to each other, he said, “so they’re seeing other students’ writing styles and syntax and what details they include, and they can go back and update their own.” And, since it’s a year-long process, “by the time they’re done, they have this beautiful website that showcases their work.” (Amplify Science’s Student Investigation Notebooks also fit the bill!)
  4. Work across subjects. The Common Core recommends that, by 4th grade, 50% of texts read should be non-fiction. That’s why Eric coordinates with ELA teachers to read one text about metabolism, for example, each examining it through different lenses. “When you’re able to work together with another content teacher, it’s like magic,” he said. (And in elementary school, you’re the other content teacher!)
  5. Run science seminars. Students use evidence to explain their thinking. “For students who need extra support, you can have pre-written sentence frames so that they’re able to participate,” Eric said. “Even when they’re listening to other students speaking, that’s helping them develop language skills. You watch them be able to listen, speak, engage in debate, and disagree without being disagreeable, which we know as adults is a valuable skill.”

For more of Eric’s strategies, watch the webinar: Science Connections: Accelerating Learning in Science with the Science of Reading.

Even more to explore

Webinars:

Curriculum: Amplify Science

Amplify blog:

Introducing the 2024 Science of Reading Star Awards

There’s more than one way to name a star. You can honor someone you admire by symbolically attaching their name to a star in the night sky…or you can nominate a teacher you admire or a district lighting the way for students for Amplify’s third annual Science of Reading Star Awards!

As we like to say, it takes a constellation of people to help children learn to read—from district leadership to student families, and from inside the classroom to out there the real world. It also takes science—specifically, the science of teaching reading. And it takes leaders who can successfully lead their district in the shift to a curriculum grounded in the Science of Reading, educators who thoughtfully connect students and their families to the impact of the Science of Reading, and teachers who artfully use evidence-based reading instruction to light the way for their students.

We want to celebrate all of these Science of Reading stars!

That’s why we created the Science of Reading Star Awards. Read on for more information about them, including how to nominate someone (or an entire school or district) for the awards. (And if you’re already ready to nominate a star, go right ahead!)

Honoring stellar educators, leaders, schools, and districts in the Science of Reading

We launched this awards program in 2021—a year when schools, educators, and students were still working to bounce back from pandemic challenges and into a new normal. Even then, educators drove change, leading their school communities on a journey to the Science of Reading.

Our awards program honors educators who advocate for and champion the Science of Reading in their classrooms, schools, and districts. They generate buy-in. They inspire their peers and students. They successfully bring research-based materials, phonics instruction, and foundational literacy skills into their approaches—and have remarkable gains to show for it.

These award-worthy educators can include/have included:

  • Teachers who’ve connected with their students and served as role models for their colleagues by applying the Science of Reading.
  • Principals or district leaders who’ve supervised a successful shift to the Science of Reading in many classrooms across several grades.
  • Schools or districts that are driving changes and seeing incredible results using the Science of Reading.

Meet (and learn from) some of our previous winners!

Javonna L. Mack, Lead Content Teacher, Caddo Parish Schools, LA

Award: Changemaker

How did it feel to be selected as a Star Award finalist?

I was and am still over-the-moon excited about being selected as an Amplify Changemaker Star Award finalist. I was very humbled by becoming the winner. It is an amazing feeling of accomplishment when you receive awards. It has become a hallmark of the hard work I have done in my district to support our push in the Science of Reading.

Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?

Make sure to tell your story. Be clear and concise. Remember to be reflective of all the ways that you have supported your district. I advise that you speak with your peers and gain feedback as to the ways that you have impacted the work they do. Detail your support. Be unique and track and celebrate your achievements.

Shennoy Barnett, Kindergarten Teacher, Johnston County Public Schools, NC

Award: Data Dynamo

How did it feel to be selected as a Star Award finalist?

It was an amazing feeling even to be considered as a semi-finalist, and an even greater one to be selected as a winner, given that it was my first year using the tool.

Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?

Your hard work and dedication with your students through [the] Science of Reading will tell your story. Even if you are not selected as a finalist, you are still a winner as you are using an amazing tool and touching the lives of your students.

Anila Nayak, Instructional Coach, Intervention Teacher, Los Angeles Unified School District, CA

Award: Science of Reading Superstar Teacher

How did it feel to be selected as a Star Award finalist?

I felt exhilarated at first and later responsible for sharing my learning about how best to teach children to read. It certainly made me more energized to work harder and continue to improve my practice. The award validated my efforts and steered my obsession to become an efficient and knowledgeable reading teacher.

Do you have any advice for educators submitting to the Science of Reading Star Awards for the first time?

Write your compelling narrative about the impact you make each day in the lives of young readers who need you most. You have the tools to reach students who may be struggling but just have not been reached yet. Tell about how you evolved into an expert despite challenges and how learning about the best ways to teach is an absolutely rich experience. After all, you are impacting so many students through your work. Show your pride, because you are doing important work. The Awards journey opens you up to a community of experts and makes you feel a part of new horizons; you get to listen to many experts and read about the new knowledge that is impacting our understanding of how literacy grows.

You can meet all of our 2023 winners here. Their stories and perspectives may help you discover how you can drive change in your classroom, school, and district with the Science of Reading!

Nominate a Science of Reading star!

Inspired? Now think of the educators in your world—especially those devoted to literacy. Do you know someone who has transformed their classroom and empowered their students with the Science of Reading? (And yes, this person might be you!) How about a school or district that has established strong evidence-based practices and seen incredible results? We also have new categories this year to honor both the traditional and less traditional Science of Reading champions!

Submit your nomination for the 2024 Science of Reading Star Awards by Feb. 15!

All award winners will receive:

The grand prize winner in the District and School categories will receive a regional event hosted by Amplify. The grand prize winner in the Individual category will be given full conference registration and associated travel costs to NCTE in Boston, in Nov. 2024.

Learn more:

Reading comprehension strategies grounded in science

When we teach reading using what science (specifically the Science of Reading) tells us, we guide the brain to start recognizing and understanding those letters, syllables, and words. And the most effective reading comprehension strategies depend not only on explicit instruction, but on building background knowledge.

Comprehension instruction: Breaking it down

According to the Simple View of Reading, two cognitive capacities are required for proficient reading: (1) decoding, and (2) language comprehension.

“Reading comprehension is the product, not the sum, of those two components,” says Dr. Jane Oakhill, professor of experimental psychology at the University of Sussex. “If one of them is zero, then overall reading ability is going to be zero.”

As Oakhill explains further on Science of Reading: The Podcast, each component contains its own set of distinct skills and processes. It’s crucial to help students develop all of these capacities.

Building mental models for new information

Some readers are great at decoding but struggle with language comprehension. Why might that be—and how can you support them?

Here’s some context: After you read this paragraph, you aren’t likely to recall the precise wording—but you will probably remember the idea. Researchers use the term mental model to describe the cognitive strategies for the structure you create in your mind to perform this feat of comprehension.

Historically, educators have thought about the process of comprehension — everything that happens after each word is recognized — as a black box. But now we know that there are two levels of comprehension at work: comprehension processes and comprehension products.

Comprehension processes are the steps you take to build a mental model of a text during reading. Comprehension products refer to the work you are able to do with that model after reading.

Think of the process of building a mental model as a sort of micro-comprehension. Weaker comprehenders build weaker models, so they may struggle when asked to create a narrative text summary, identify a theme, put together predictions, or describe key details of a character’s evolving beliefs.

By actively engaging with text, connecting prior knowledge, utilizing graphic organizers, receiving explicit instruction, and exploring new information, students can learn to build robust mental models that enhance their comprehension of the text. These mental models serve as frameworks for understanding, organizing, and synthesizing information, which then leads to improved comprehension, retention, and critical thinking.

Researchers have identified as many as 17 comprehension processes that affect students’ ability to build and use their mental models. The following are a few of the comprehension processes that weak comprehenders most commonly struggle with, and that with practice, can be targeted for skill development and improved overall comprehension.

  • Anaphora (using pronouns to refer to an earlier word or phrase): Some readers struggle to process pronoun relationships (Megherbi & Ehrlich, 2005), identify antecedents, and answer questions that require resolution of anaphora (Yuill & Oakhill, 1988).
  • Gap-filling inference: When reading the sentence “Carla forgot her umbrella and got soaking wet,” more skilled readers will conclude that it rained. A lack of awareness of when and how to activate background knowledge to fill in gaps may hinder a student’s ability to make inferences and comprehend the text as a whole (Cain & Oakhill, 1999).
  • Marker words: Writers use connective words (e.g., so, though, and yet), structure cues (e.g., meanwhile), and predictive cues (e.g., “There are three reasons why…”) to signal ways that text fits together. Students with limited knowledge of the meaning and function of these words may struggle with the meaning of the text (Oakhill, et al., 2015).
  • Comprehension monitoring: When proficient readers encounter difficulty, they tend to stop, reread, and try to figure it out. Less proficient readers may just keep going or fail to recognize that what they’re reading doesn’t fit their mental model.

Two strategies that you can employ in your classroom to guide students in comprehension strategy instruction:

  • Graphic organizers: Use graphic organizers such as concept maps, story maps, or Venn diagrams to help students learn to visually organize information and relationships within the text. Visualization enhances comprehension (Graesser, et al., 1994). As the text progresses, students can refer to and update their models.
  • Comprehension monitoring: Teach readers to monitor their comprehension while reading by pausing to reflect on their understanding, clarify confusing points, and adjust their reading strategies as needed. Monitoring comprehension helps good readers stay engaged and actively construct meaning from the text.

How background knowledge powers comprehension

The Science of Reading demonstrates the importance of systematic and explicit phonics instruction. But students don’t have to learn phonics or decoding before knowledge comes into the equation. In fact, the opposite might even be true.

Let’s say you’re handed a passage of text describing part of a baseball game. You read the text, and then you’re asked to reenact that part of the game. Which is most likely to help you do so?

  1. Your ability to read
  2. Your knowledge of baseball
  3. Neither

If you answered “2,” you’re batting 1,000. This example summarizes an influential 1988 study that concluded that the strongest predictor of comprehension was knowledge. In the study, which showed readers (with varying degrees of background knowledge about baseball) a passage describing a game, struggling readers comprehended as well as strong readers—as long as they had prior knowledge of baseball.

“The background knowledge that children bring to a text is also a contributor to language comprehension,” says Sonia Cabell, Ph.D., an associate professor at Florida State University’s School of Teacher Education, on Science of Reading: The Podcast.

In fact, background knowledge is the scaffolding upon which readers build connections between prior knowledge and new words. Students with average reading ability and some background knowledge of a topic will generally comprehend a text on that topic as well as stronger readers who lack that knowledge.

But until recently, literacy instruction has typically focused on decontextualized skills—finding the main idea, making inferences—rather than on the content of texts and resources that students engage with. According to Cabell, what we know about knowledge and comprehension should inform instruction for the whole class. “I think most, if not every, theory of reading comprehension implicates knowledge,” she says. “But that hasn’t necessarily been translated into all of our instructional approaches.”

How can we help build background knowledge while teaching reading? Here are some strategies backed by science.

  • Systematically build the knowledge that will become background knowledge. Use a curriculum grounded in topics that build on one another. “When related concepts and vocabulary show up in texts, students are more likely to retain information and acquire new knowledge,” say education and literacy experts Barbara Davidson and David Liben. According to them, this retention even continues into subsequent grades. “Knowledge sticks best when it has associated knowledge to attach to.”
  • Provide instruction that engages deeply with content. Research shows that students—and teachers, too—actually find this content-priority approach more rewarding than, in Davidson and Liben’s words, “jumping around from topic to topic in order to practice some comprehension strategy or skill.”
  • Support students in acquiring vocabulary related to content. Presenting keywords and concepts prior to reading helps students comprehend text more deeply. Spending more time on each topic helps students learn more topic-related words and more general academic vocabulary they’ll encounter in other texts.
  • Use comprehension strategies in service of the content. While building knowledge systematically, teachers can use proven strategies—such as chunking and creating graphic organizers—to help students develop skills they can use to support their for understanding of important information.
  • Use discussions and writing to help students learn content. Invite students to share their interpretations, supporting their thought processes in their own words and connecting with peers’ perspectives.
  • Help students forge connections in small groups. Help students draw connections between reading lessons and units—and their own experiences—as they grow their knowledge base together.

Every day, the Science of Reading has more to tell us about comprehension as a multifaceted skill that requires a combination of various strategies, tools, and techniques to unlock meaning from text. Because of this body of research, we know that when educators bring intentional and evidence-based practices into the classroom, students can enhance their ability to comprehend grade level text, analyze information critically, and engage with diverse subject areas. By nurturing students’ reading comprehension skills grounded in the Science of Reading, educators can empower students to become good readers who can navigate complex texts with confidence and understanding.

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Science of Reading: The Podcast

Strengthening critical thinking with a content-first approach: How Amplify CKLA is closing gaps in an elementary classroom

In my first-grade classroom, we’ve been studying early world civilizations. My students and I have pretended to hop in our time machines and travel back—first to ancient Mesopotamia, then to ancient Egypt. We’ve written our names on clay tablets in cuneiform and learned what it means for a religion to be polytheistic. We’ve compared and contrasted early farming systems and places of worship. As I prepared to read aloud another lesson a few days ago, I mentioned to the class that it was the eleventh lesson in the unit of study, prompting widened eyes and a chorus of “Already!?”

I teach eighteen six- and seven-year olds in a Title I school, where half of the students are low-income, 75% are non-white, and over half are multilingual/English learners or speak another language at home. In my job, I’m honored to empower students who schools and society have not always served well. I became a teacher to help end that inequity—to close the knowledge gap and ensure that low-income, non-white, and immigrant children receive the tools they need to build a bright future. A growing body of research tells us that a strong base of content knowledge is essential for student growth and success in literacy. We also know that students who come from low-income backgrounds are less likely to come to school possessing the academic background knowledge of their peers, presumably because they have more limited opportunities to come across this type of knowledge at home. For this reason, I’m grateful that around a year and a half ago, my district adopted the knowledge-based literacy curriculum CKLA.

Scenes from a knowledge-based curriculum

What does knowledge-based learning look like in practice? Here’s one powerful example of how a knowledge-forward lesson helped my students succeed in practicing an important literacy skill. We were reading about Howard Carter, the British archaeologist who wanted to locate Tutenkhaman’s tomb. The lesson lends itself well to one of our state’s curriculum standards for the quarter: to make and confirm predictions about nonfiction text. Part one of the Read-Aloud ends on a cliffhanger: After a years-long search with no success, encountering dead ends and tomb robbers, Carter uncovers a hidden door marked with a royal seal.

“A prediction,” I explained, “is a careful guess about what you think might happen, based on the clues you already know. Think about what you know from the story, and predict what Carter might find behind the door.” We quickly reviewed some of the main points as I scribed on chart paper: Carter had been searching for Tutenkhaman’s tomb for six years, pharaohs were often buried with treasure or gold, the door they found was in the last possible place to look in the Valley of the Kings. I handed out papers I’d prepared with sentence frames for students to record or dictate their ideas. We hadn’t yet spent much time this year explicitly practicing prediction-making—in fact, I wondered how many of my students even knew what the word prediction meant—but I could see the wheels already turning behind most of my students’ eyes as they wiggled with excitement, envisioning gold, ghosts, King Tut’s tomb, or a pile of bones.

“Maybe nothing,” one student—a six-year-old who speaks primarily Spanish at home—told me with a shrug as I helped him write down his ideas. “Maybe the tomb robbers took it all.”

How to improve critical thinking—with knowledge

Even though my students might or might not have been familiar with the literacy skill of making and confirming predictions, the rich and meaty Read-Aloud set them up for success. It was rife with topics of interest to many a six- or seven-year-old—exploration, tomb robbers, golden treasure, mummies—which kept them engaged. And it included plenty of details through which they could actually draw a meaningful inference about what Carter might have found. I had to explain only once that a prediction should be based on information you already have—not a random guess—and every one of my eighteen students successfully generated a plausible idea.

This is the magic of a knowledge-based curriculum. It levels gaps in learning by generating a rich, shared base of content knowledge that supports the development of key literacy skills. My students were successful in plausibly guessing what might happen next in the story because they had a strong grasp of the information about Howard Carter. I might have chosen to teach an entire mini-lesson on prediction-making first and then asked my students to apply the skill to a less thoughtfully selected text, or to an independently selected book on their own, but if they weren’t already familiar with the topics it covered, my guess is that they would have been far less successful.

The curriculum standards for literacy in both the Common Core and Virginia (my school’s state) emphasize critical thinking skills and specific comprehension strategies, such as inferencing, over content knowledge. This is understandable: Students must learn to make meaning of a text in front of them, not just read the words on the page. But as Natalie Wexler puts it, “The ability to think critically…is inextricably linked to how much knowledge you have about the situation at hand” (The Knowledge Gap, 39). How could my students make a prediction about a future event in a text if they didn’t understand the textual clues they were given in the first place? Especially given that students from low-income homes are likely to possess less background knowledge about the curriculum they will encounter in school, a focus on teaching skills in isolation can contribute to a far-from-level playing field.

Teaching “comprehension skills” first and then expecting students to apply them is common practice in the method of literacy instruction frequently referred to as balanced literacy. Though the conversation about literacy is, thankfully, moving toward a research-backed approach focused on the Science of Reading, we still have a long way to go. While student teaching during my education master’s program less than three years ago, I was encouraged to teach mini-lessons on topics such as “finding the main idea” and “using topic headings to understand,” which students would then practice with independently selected texts. This approach is not supported by research as a best practice—and it assumes a shared base of cultural knowledge. In that way, it entrenches inequality by privileging students who may already possess more background knowledge, allowing our most vulnerable learners to fall even further behind.

By contrast, a knowledge-based curriculum creates that base together, giving all students a better chance at success. My own experience confirms the research. CKLA empowers my students to take ownership of their learning, expand their vocabularies, make connections, and passionately engage. I’m grateful to use an evidence-based curriculum designed to ensure that every student—including those too often left behind by our schools and other institutions—can learn to read.

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Using formative assessment to support literacy

Learning to read is not linear. That’s because reading is not just one skill, but a bundle of skills, intertwined and supporting one another.

In the late 1990s, reading and literacy expert Hollis Scarborough helped us visualize this complex process by creating a model that’s now known as the Reading Rope. Grounded in the Science of Reading, this now-iconic model emphasizes the need for a comprehensive, deliberate approach to reading instruction. It’s an approach that recognizes the importance of building both reading skills and the background knowledge that makes them even stronger.

The Reading Rope model also connects educators to key strands of formative data that guide instruction and assessment.

With data and information that support the relationship between language comprehension and word recognition skills, teachers can devise reading comprehension strategies and get a better idea of where to focus their instruction. And thanks to the Science of Reading, this data can also help you track what students know, and where they need to go.

Let’s take a closer look to see how it all works.

Reading comprehension and more: The strands of the Reading Rope

The design of the Reading Rope shows that the two core components of reading are word recognition and language comprehension.

Word recognition encompasses the ability to accurately, effortlessly, and rapidly decode printed words. Phonological awareness, phonics, and sight word recognition contribute to this strand.

  • Phonological awareness is the ability to recognize and manipulate the individual sounds (phonemes) within spoken words. It includes skills such as identifying rhymes, segmenting words into syllables, and manipulating sounds within words. Phonological awareness provides the foundation for phonics instruction.
  • Phonics involves the systematic relationship between letters and the sounds they represent. It includes understanding letter-sound correspondences, decoding unfamiliar words by applying sound-symbol relationships, and blending sounds to form words. Phonics instruction gives students the tools to decode printed words.
  • Sight word recognition happens when students have had enough practice decoding words that they can automatically recognize and apply sound-spelling patterns across words. Automaticity in word recognition allows students to shift their focus from decoding to comprehending texts.

Language comprehension involves the understanding of spoken and written language. This includes vocabulary, grammar, syntax, and the ability to make inferences and draw conclusions. Language comprehension allows readers to extract meaning from and create meaning with text.

  • Vocabulary refers to the words one knows and understands, both orally and in writing. A robust vocabulary enhances comprehension and communication.
  • Grammar and syntax are the rules and structures that govern language. Understanding and applying grammatical rules help students comprehend and construct sentences, enhancing their ability to make meaning from and create meaning with text.
  • Inference skills involve the ability to draw conclusions, make predictions, and derive implicit meaning. With these skills, students are able to combine their background knowledge with information in the text to make guesses and reach conclusions.

The importance of knowledge

The Reading Rope affirms that readers use their existing knowledge and experiences to make sense of what they are reading. A student who brings relevant background knowledge to a text can understand it even better than a stronger reader who’s new to the topic.

Background knowledge also helps readers navigate unfamiliar vocabulary or concepts. When readers encounter words or ideas they already have some familiarity with, they can make connections and use contextual clues to determine meaning, which contributes to reading fluency and comprehension.

Intentionally building background and academic knowledge—coupled with comprehension strategies—fuels students’ capacity to understand texts, answer questions, and grapple with ideas.

As educators Barbara Davidson and David Liben write: “Although students’ independent reading is often at lower complexity levels at the beginning of a unit, as they acquire knowledge about the core topic they are generally able to read texts on their related topic at complexity levels greater than their diagnosed grade level.”

Putting it all together with formative assessment

There are a variety of ways to gather information about your students’ skills and knowledge, using the Reading Rope as your guide. Here are just a few examples that correspond to its strands:

Word recognition

  • Letters: See how students do with letter-sound correspondence tasks such as: matching graphemes to phonemes, writing letters that represent sounds, word-building activities, and sound sorts with word cards.
  • Words: Gauge students’ ability to apply sound-symbol correspondences by asking them to spell words with sound-spelling patterns they’ve already learned.

Language comprehension

  • Knowledge: How much are students learning about a topic overall? Keep asking—through pre-reading tasks, discussions, and checks for understanding.
  • Vocabulary: Track students’ vocabulary growth with word-mapping, context-clue, and word-brainstorming tasks.

Skilled reading

Here’s where it all comes together. Many formative assessment activities will help you discover what your students know about the skills they’re using as readers. Here, we’ll focus on the power of students speaking and writing about what they’re reading.

  • Speaking: As children learn to speak, they develop vocabulary and knowledge of sentence structure, both of which support reading comprehension. Simply giving students the opportunity to talk about a topic can provide insight into their oral language development.
  • Writing: Challenge students to write summaries, critiques, and analyses of texts to see what they’re comprehending from what they’re reading.

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Beyond prompts: How to teach writing for middle school student success

Writing is hard. Natalie Wexler, who co-wrote The Writing Revolution: A Guide to Advancing Thinking Through Writing in All Subjects and Grades, has described it as “the hardest thing we ask students to do.”

And writing is also hard to teach—perhaps especially to middle schoolers.

Writing education experts such as Steve Graham, Ph.D., say that, as important as writing is, it often gets less attention due to competing educational demands, like the need to teach subjects connected to high-stakes testing, the pressure to teach to a given test, and the siloing of writing as an independent skill untethered to content.

But writing is essential—not just as a means of expressing knowledge, but also as a means of building it. That’s why, when it comes to middle-school writing instruction, we need to go beyond just writing prompts. So how can teachers provide the strongest possible writing instruction for middle-school students? Keep reading.

Student writing: Why it matters

Learning to write makes you a better writer, but it also makes you a better reader—and a better learner.

In a meta-analysis of more than 100 studies, Steve Graham and Michael Hebert, Ph.D., found that writing about text improves comprehension and learning even more than reading alone, reading and rereading, or reading and discussing.

“Combining reading and writing is part of the Science of Reading,” writes literacy educator Tim Shanahan, Ph.D. “If you want better reading scores, the Science of Reading says do not neglect writing, nor dispatch it to someplace else in the curriculum. When you feel especially pressured to improve reading achievement, that is the time to embrace more tightly the combination of reading and writing.”

Shanahan also notes that readers who write and writers who read are best equipped to observe what authors do to convey meaning and what readers need in order to understand writing.

Current ELA standards recognize the interplay between reading and writing by articulating these goals: using writing to improve learning from text and using the reading of multiple texts to improve the writing of syntheses or reports.

Writing activities for middle school

Even with challenges and constraints, educators can find ways to engage students and transform their writing. When planning writing activities with your middle-school students, it’s important to keep them captivated, incorporate writing instruction throughout your lessons, and differentiate to meet the needs of all of your students. Here are some principles that will help:

  • Detach writing from getting it “right.” Seymour Papert theorized that students become better thinkers when they’re not attached to one outcome—not afraid to be “wrong.” Of course, sometimes there is a correct answer, but it’s the process of seeking it that counts. Offer writing assignments that encourage—and reward—risk-taking and creativity.
  • Integrate writing everywhere. Help students build both knowledge and writing skills by including writing exercises across subjects, including science.
  • Scaffold with sentence frames and modified prompts. Middle-school students often know what they want to say, but not how to say it, especially if they are multilingual learners. Sentence frames and modified prompts—such as “Tom convinces his friends to whitewash the fence by saying…”—can help with that. They reduce linguistic barriers, enabling students to produce writing and speech more complex than what they could have done on their own—and giving you a sense of their level of understanding.

Writing can be a powerful tool to help students deepen their comprehension of written text, expand their knowledge, and develop as communicators. Learn more about the best strategies and activities to use in your classroom. These will put you on the best path for helping your students thrive as writers, readers, communicators, and lifelong learners.

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Alert: Progress in early literacy is slowing.

The latest middle-of-school-year data from Amplify show that throughout the spring and fall of 2023, schools across the country made some progress increasing the number of K–2 students on track for learning to read. But that progress is slowing.

Between 2021–2022 and 2022–2023, the number of K–2 students on track for learning to read increased by four to five percent across all grades; however, between 2022–2023 and 2023–2024, the increase was only two percent in each grade. Yet this is not the time for slow progress, because literacy rates in the United States are already a concern. Only half of K–2 students are on track for learning to read, and three in ten students are far behind.

To address slowing gains, schools and districts need to act now to accelerate literacy outcomes.

Early reading: Why we need to act now

The decline is especially urgent for students in kindergarten through the second grade. That’s because of what comes next: third grade, known to be the make-or-break year for reading and future academic success. To put it bluntly, students who are not proficient in reading before entering fourth grade are much more likely than their peers to struggle in school, and they are much more likely to drop out.

“The data is clear—literacy rates at the earliest and most critical time for student development are slowing. Changing this course requires schools and districts to act now and review their approaches in all grades,” says Susan Lambert, chief academic officer of elementary humanities at Amplify. “Schools that deliver strong outcomes focus on building a solid foundation at the start and intervening quickly when students need extra support, rather than trying to play catch up later, when it can be more difficult.”

The good news: We know what to do.

When students receive science-based reading instruction, literacy outcomes improve.

Changing these outcomes requires that districts and schools review the processes and practices they have in place at all levels. Schools that deliver strong outcomes focus on getting students on track—and often ahead—in the earliest grades, because it’s easier to get students ahead from the beginning than to catch them up later.

Districts should:

  • Administer universal screening assessments three times per year to monitor levels of risk for reading difficulties.
  • Allocate staff to support students who are at risk, spending additional time in literacy instruction beyond grade-level instruction.
  • Regularly monitor progress for students who are at risk, making adjustments as needed.
  • Ensure that instructional staff gain knowledge about science-based reading instruction and implement high-quality core curriculum with fidelity.
  • Instill a love of reading and books during all school-based programs, with the support of caregivers and the community.

“The good news is that when students receive science-based reading instruction, outcomes improve,” Lambert continues. “And, when that instruction takes place in the earliest possible grades, research shows that most students can be taught to read at or approaching grade level.”

Read the full report.

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The power of data-driven instruction for reading success

Words tell stories—and so do numbers. Even though reading can take us to magical places and spark immeasurable wonder, it’s data that can best guide literacy instruction (and instructors) toward delivering reading success.

Amplify’s Executive Director of Learning Science Danielle Damico, Ph.D., notes in this webinar that educators and districts can, understandably, get stuck in out-of-date beliefs. One common one is that reading is a natural process, the product of variables we can’t change in schools. But data shows the opposite—and provides immense opportunity.

Data is at the heart of what we now call the Science of Reading—a term for the decades of data now available on how kids learn to read and write, and how to best teach them. In making the shift to instruction grounded in the Science of Reading, educators can make effective use of this data to change not only literacy practices, but lives.

If you’ve been following the Science of Reading movement, you likely know the power of making that shift. But whether you’ve been following it for years or are just learning about it, there are some questions you’ll need to explore. What data do you need to make your case to your school or district? And what data will help you monitor implementation—and future success?

Using data to make your case for the Science of Reading

When making the shift to instruction grounded in the Science of Reading, you need to build buy-in among key stakeholders. Your most powerful tool in this endeavor? Data.

If your screening data shows that 20% or more of your students require intervention, it’s time to make the shift. That key performance metric is sometimes all you need, but other indicators can include high error rates among students reading decodable words, fluency below grade-level, words-per-minute scores, or struggles in identifying base words with a prefix or suffix.

Your teaching materials are also a source of data. When you conduct an audit of their content and approach, do you notice—for example—a lack of direct connection between phonics lessons and texts? Emphasis on visual strategies for decoding? Few decodable texts in the first place? These clues (or even red flags) could point to materials that are not grounded in the explicit, systematic instruction recommended by the Science of Reading.

The same may be true of your shared or inherited instructional practices. Is reading typically taught through isolated topics or generic skills (like “find the main idea”) that are disconnected from knowledge domains? Those approaches to reading could contribute to low performance data—and could help you make your case as you champion a shift to data-driven instruction.

What does data-driven instruction look like—in implementation and beyond?

Science-based reading instruction reduces the need for intervention and allows students to move forward as capable, confident readers. Once you’ve begun to implement data-driven instruction, you’ll need to collect key information to make sure you get—and stay—on the right track for all of your students.

Among the eight core principles of the Science of Reading, universal screening and progress monitoring are two that are absolutely necessary to ensure that all students receive the right instruction. It’s also important that your universal screener measures phonemic awareness, phonics, fluency, vocabulary, and comprehension.

It’s important to monitor improvement in foundational literacy skills and decline in the number of students requiring literacy intervention as well. Collecting qualitative insights regarding classroom practices and tracking their alignment with Science of Reading principles forms a crucial part of the data landscape during this instructional shift.

And finally, as Danielle Damico notes, implementation data can help you:

  • Confirm that your program has indeed been implemented.
  • Ensure that student learning is meeting key goals.
  • Distinguish between an ineffective program and an effective program not being implemented as designed.
  • Determine opportunities for professional development and coaching.

To take a deeper dive into all the data that can help you champion, navigate, and succeed in this shift, download our ebook The Story That Data Tells: Using Data to Chart Your Course With the Science of Reading and explore our webinar What Does Data Tell Us? Building Buy-In and Determining Areas of Need With Data.

The Science of Reading and middle school: A perfect match

Perhaps you’re familiar with the Science of Reading—the large (and still-growing) body of research that details how children learn to read and informs instructional best practices to get them there.

And perhaps you also know how important it is to provide kids with evidence-based practices for reading instruction—and how, as the most effective way to make sure that every kid can learn to read, it’s truly crucial in setting all students up for success.

But did you know that the Science of Reading is not just about building foundational skills like phonological and phonemic awareness? It’s not just about how the littlest kids learn to recognize letters and words on a page. The need for research-informed instruction doesn’t go away once kids make the initial shift from not reading to reading. In fact, it’s essential throughout their reading journey—from the earliest years through grade school, and most certainly in the middle school classroom.

Let’s explore why middle schoolers need research-based literacy instruction, and take a look at how teachers can deliver it.

The Science of Reading and middle school literacy

Our brains are wired to learn spoken language, but they are not automatically wired for reading. They don’t just know that certain marks on a page are designed to represent sounds or meanings. That’s why—as the Science of Reading confirms—we have to teach reading explicitly and systematically. Learning to read actually rewires the brain by creating new neural connections and enhancing existing ones.

And when it comes to brain development, middle school is a big moment. The prefrontal cortex, responsible for higher-order thinking and executive function, is still maturing. It’s flexible, adaptable, and perfectly situated to receive the explicit instruction provided by research-based reading instruction.

Students in middle school have typically reached a certain level of automaticity with encoding and decoding. They’ve got the full—and finite—set of phonics skills under their belt, and they’re able to apply them across new and different contexts, even as vocabulary becomes more complex and unfamiliar.

But although this decoding practice remains important, students in middle school are typically able to shift more cognitive energy toward language comprehension.

And we know that background knowledge is crucial for language comprehension—the more prior knowledge you bring to a text, the better you understand it. That’s why middle school presents a major opportunity to deliver strategic and specific instruction in both language comprehension and background knowledge.

Leveraging the power of the Science of Reading

How might you take advantage of this unique developmental moment to accelerate student literacy? Here’s a glimpse at some of the approaches Amplify Chief Academic Officer and Vice President of ELA Deb Sabin explores in this webinar:

  • Choose complex grade-level texts that help build students’ background knowledge and expose them to a variety of structures and genres. Exposure and access to grade-appropriate content is crucial for every student and helps them stay on target towards reading goals.
  • Provide explicit comprehension instruction to help students interpret texts and build mental models for understanding. You might employ graphic organizers or encourage performance for deeper understanding and engagement.
  • Incorporate writing prompts into core instruction. More and more research shows that writing has a strong impact on comprehension, helping students crystallize their understanding while also exposing gaps.
  • Focus on fluency. Research connects oral reading practice to improved comprehension. You might have students practice reading specific passages aloud, encouraging them not only to work on rate and accuracy, but also to reflect on which words they choose to emphasize and why.

That’s just a peek at how you can bring the power of research-based reading instruction to your middle schoolers. To learn more, check out the following resources: