Unlocking the Science of Reading

The launch of ‘Usable Knowledge Live’ brought literacy experts together to discuss the science of reading in a half-hour examination of the challenges and misconceptions around a robust field of research.

In the first in a series of episodes on reading and literacy, Assistant Professor Phil Capin moderated the conversation between two literacy experts — Dean Nonie Lesaux and University of Texas at Austin researcher Sharon Vaughn. The leading literacy scholars shared insights from their decades of research in the field, helped shape a definition of the Science of Reading, and detailed how researchers can better inform institutional decision-making with their work.

“Unlocking the Science of Reading” will be followed by the next episode of Usable Knowledge Live on Wednesday, January 21 at 5 p.m. "Supporting Students with Dyslexia” will feature Capin in conversation with Associate Professor Nadine Gaab. 

Key Takeaways

The “science of reading” is a body of evidence, not a program

The science of reading is not a single curriculum or method, but a broad body of research on how reading develops. It’s meant to guide educators’ professional judgment, not replace it.

Decoding matters, but it’s not enough

Foundational skills like phonemic awareness, phonics, and decoding are essential, but they’re only part of the picture. Strong literacy instruction also builds vocabulary, background knowledge, oral language, and deep comprehension.

Reading and writing are mutually reinforcing

Reading and writing strengthen each other: work on decoding and spelling, and on fluent handwriting/keyboarding, directly supports students’ ability to write and make sense of text. Giving students regular, supported opportunities to write about what they read is a powerful lever for growing overall literacy.

Beware myths and “one right way” narratives

The science of reading is often oversimplified as “just phonics” or a single prescribed approach. The speakers urged educators to resist all-or-nothing thinking and avoid turning the research into rigid mandates that leave out engagement and culturally responsive practice.

Implementation is about systems and support

Knowing the research is only the first step; how it’s implemented matters just as much. Schools need coherent materials, realistic schedules, ongoing professional learning, and supportive leadership to translate the science of reading into everyday classroom practice.