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Abstract
The term “Science of Reading” (SOR) has become a popular phrase in practitioner circles. To best serve students, it is important that teachers and interventionists are knowledgeable about the SOR. This article provides a special educator’s guide to the SOR by reviewing critical elements that have emerged in public discourse about the SOR. Background information is provided on the National Reading Panel, the Simple View of Reading, and the breadth of scientific evidence on reading instruction. We highlight key instructional considerations for special education practitioners who want to incorporate instruction aligned with the SOR in their classrooms.
Disclosure statement
No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Zachary T. Barnes
Zachary T. Barnes is an assistant professor of special education in the Teaching and Learning Department at Austin Peay State University in Clarksville, TN.
R. Stacy Fields
R. Stacy Fields is an assistant professor of Middle Level education at Middle Tennessee State University.
Kelly B. Cartwright
Kelly B. Cartwright is a professor in the Department of Psychology at Christopher Newport University, Newport News, Virginia, USA.