What are the "Sciences of Reading?"

The terms “Science of Reading” or "Sciences of Reading" refer the pedagogy and practices proven by extensive research to effectively teach children how to read. 

The simple view of reading (Gough and Tunmer, 1986) characterizes skillful reading comprehension as a combination of two separate but equally important components: word recognition skills and language comprehension. In 2001, Dr. Hollis Scarborough created the rope model to show a more complex view of reading that unpacks word recognition and language comprehension. 

In 2021, Duke and Cartwright offered the active view of reading (AVR) model which expands on these previous models and reflects three major research advances to help educators pinpoint specific causes of reading difficulty and identify targets for literacy instruction:

• Many different profiles of reading difficulty exist within word recognition and language comprehension. Reading difficulties can have causes beyond word recognition and language comprehension.

• Bridging processes predict reading success, are implicated in reading difficulty, and are amendable to instruction.

• Active self-regulation influences reading and can also be impacted by instruction.