In spite of the fact that we learn to listen and speak without explicit, systematic, and cumulative instruction, it should not be assumed that we learn to read and write in the same manner. Indeed, although spoken and written language may seem to be inverse operations similar to addition and subtraction, they are not (Adams, 1990; Gough & Hillinger, 1980; Seidenberg, 2017; Wolf, 2008). Spoken language is a natural act that evolved over thousands and thousands of years, causing our brains to become “wired” for listening and speaking; conversely, written language was only invented a few thousand years ago, meaning our brains are not wired for reading and writing. The science of reading has shown that learning to read and write is not a natural act—rather, this undertaking requires explicit, systematic, and cumulative instruction (Castles, Rastle, & Nation, 2018; Gough & Hillinger, 1980; National Institute of Child Health and Human Development [NICHD], 2000; Seidenberg, 2017).
What is the science of reading? It is evidence: Evidence from the accumulation of research on reading acquisition and instruction that has been conducted using gold-standard methodologies and has identified effective practices (Reyna, 2004; Seidenberg, 2017). Simply put, the science of reading is not an opinion, nor is it a philosophical belief. The accumulated science of reading evidence should be trusted to inform the why, what, and how of reading instruction. This paper considers the impact of the science of reading on reading instruction.
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