Big picture: Science of Reading, literacy, and writing
The “science of reading” is the interdisciplinary research base on how children learn to read and write, and which instructional practices work best. It consistently highlights explicit teaching of word recognition (phonological awareness, phonics, decoding, fluency) and language comprehension (vocabulary, background knowledge, syntax, discourse, reasoning), plus the reciprocal role of writing.amplify+3
Below is a structured map of the main components, with links and short definitions you can hand parents or new teachers. It is not literally “every” micro-skill, but it is intentionally broad: it blends the National Reading Panel pillars, Simple View, Scarborough’s Rope, writing research, and comprehensive literacy frameworks.lexialearning+5
Core frameworks (SoR, Simple View, Reading Rope)
Science of Reading – overview
Definition: A large, interdisciplinary body of research about reading and related writing skills, grounded in experimental and quasi-experimental work in cognitive psychology, linguistics, neuroscience, and education.parentpowered+2
Link: National Center on Improving Literacy SoR overview (short, clear hub with subpages on PA, phonics, fluency, etc.):
https://www.improvingliteracy.org/science-of-readingimprovingliteracy
Simple View of Reading (SVR)
Definition: A model stating that reading comprehension is the product of decoding skill and language comprehension. If either is weak, comprehension suffers.nwea+2
Link: NIFL/NCIL explainer “Learning to Read: ‘The Simple View of Reading’”:
Linked from the SoR overview above under “Learning to Read: ‘The Simple View of Reading’.”improvingliteracy
Scarborough’s Reading Rope
Definition: A framework showing skilled reading as tightly woven strands of word recognition (phonological awareness, decoding/orthography, sight recognition) and language comprehension (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) becoming increasingly automatic and strategic.cde.state+2
Link: Reading Rockets “Scarborough’s Reading Rope” (teacher-facing explanation and graphic):
https://www.readingrockets.org/topics/struggling-readers/articles/scarboroughs-reading-ropereadingrockets
Comprehensive literacy components (including writing)
Foundational word-level skills
Phonological awareness (including phonemic awareness)
Phonological awareness – definition
Ability to recognize and manipulate sound units in spoken language (words, syllables, onset–rime, and phonemes). It is entirely oral/aural (no print).learninga-z+1
Link: Reading Universe “Phonological Awareness” (clear scope and sequence and classroom examples):
https://readinguniverse.org/explore-teaching-topics/word-recognition/phonological-awarenessreadinguniverse
Phonemic awareness – definition
The most advanced part of phonological awareness: the ability to identify and manipulate individual phonemes (smallest units of sound) in spoken words (blend, segment, add, delete, substitute sounds).improvingliteracy+3
Link: NCIL “Phonemic Awareness: What Is It and Why Is It Important?”:
https://improvingliteracy.org/resource/phonemic-awareness-what-is-it-and-why-is-it-importantimprovingliteracy
Phonological vs. phonemic awareness – distinction
Phonological awareness covers larger chunks (words, syllables, onset–rime) and then phonemes; phonemic awareness focuses only on individual phonemes and is a subset of phonological awareness.learninga-z+1
Link: Learning A–Z “Phonological Awareness vs. Phonemic Awareness – Explained”:
https://www.learninga-z.com/site/resources/breakroom-blog/phonological-awareness-vs-phonemic-awareness-explainedlearninga-z
Phonics, decoding, and the alphabetic principle
Alphabetic principle – definition
Understanding that letters and letter combinations represent the sounds of spoken language, and that these mappings can be used to read and spell words.improvingliteracy
Link: NCIL SoR overview (section on connecting letters and sounds):
https://www.improvingliteracy.org/science-of-readingimprovingliteracy
Phonics – definition
Systematic instruction in letter–sound correspondences and spelling patterns, and how to use them to decode (read) and encode (spell) words. Not a particular program, but a set of content and instructional practices.mheducation+3
Link: McGraw Hill “The Science of Reading” (short definitions of phonics and related components):
https://www.mheducation.com/prek-12/resources/science-of-literacy/science-of-reading.htmlmheducation
Decoding and word recognition – definition
Decoding: converting print to speech by applying letter–sound knowledge.
Word recognition: fast, accurate retrieval of familiar words (via orthographic mapping) plus decoding of unfamiliar words.amplify+2
Link: Amplify Science of Reading resources (simple view emphasis on decoding):
https://amplify.com/science-of-reading/amplify
Syllable types and syllable division
Teaching common syllable types (closed, open, vowel-consonant-e, r-controlled, vowel team, consonant-le) and division patterns to support decoding multisyllabic words. This is typically embedded in explicit phonics and word-recognition work.cde.state
Link: Colorado Dyslexia Handbook section “Components of a Comprehensive Literacy Program” (includes syllable patterns and word recognition details):
https://ed.cde.state.co.us/cdesped/resources/guidance/dyslexiahandbook/dyslexia-comprehensiveliteracycde.state
Orthographic mapping, spelling, and morphology
Orthographic mapping – definition
The process by which readers store written words in long-term memory by bonding spellings, pronunciations, and meanings; essential for building a large sight vocabulary. This is supported by phonemic awareness and phonics.portal.ct+2
Link: NCIL resources on word recognition and orthographic mapping (see SoR and decoding/word-recognition pages):
https://improvingliteracy.org/science-of-readingimprovingliteracy
Spelling (encoding) – definition
Applying phoneme–grapheme knowledge, orthographic patterns, and morphology to represent spoken words in writing; research treats spelling as a complementary skill that reinforces reading.tandfonline+2
Link: CT “Science of Reading: A Literature Review” – sections on spelling/encoding (PDF):
https://portal.ct.gov/-/media/SDE/Academic-Office/Reading-Leadership-Implementation-Council/The-Science-of-Reading--A-Literature-Review.pdfportal.ct
Morphology – definition
Study of meaningful word parts (roots, prefixes, suffixes). Instruction builds students’ ability to decode, spell, and derive meanings of complex words, especially in later grades.tandfonline+3
Link: National Center on Improving Literacy has morphology resources (searchable from their main site):
https://improvingliteracy.org (search “morphology” within site).improvingliteracy
Fluency, vocabulary, and comprehension
Fluency
Fluency – definition
Ability to read text accurately, at an appropriate rate, and with natural expression (prosody) so that cognitive resources are available for comprehension.lexialearning+3
Link: NCIL “Fluency” article:
https://improvingliteracy.org/resource/fluency-what-it-and-why-it-important (linked from SoR overview).improvingliteracy
Fluency instruction – elements
Includes repeated reading, modeling, feedback, and practice with connected text at appropriate difficulty levels.portal.ct+1
Link: CT SoR literature review – fluency chapter (good for research citations):
https://portal.ct.gov/-/media/SDE/Academic-Office/Reading-Leadership-Implementation-Council/The-Science-of-Reading--A-Literature-Review.pdfportal.ct
Vocabulary and oral language
Vocabulary – definition
Breadth and depth of word knowledge (oral and written). Critical for comprehension and overall literacy; developed through direct instruction, wide reading, and rich oral language experiences.parentpowered+4
Link: Colorado “Components of a Comprehensive Literacy Program” (clean definitions and instructional notes):
https://ed.cde.state.co.us/cdesped/resources/guidance/dyslexiahandbook/dyslexia-comprehensiveliteracycde.state
Oral language and oracy – definition
Skills in listening and speaking, including syntax, semantics, discourse, and narrative abilities; foundational for reading comprehension and writing. “Oracy” foregrounds purposeful speaking and listening.nwea+1
Link: Illinois Comprehensive Literacy Plan – oracy component:
https://www.isbe.net/Documents/IL-Comp-Literacy-Plan-2024.pdfisbe
Reading comprehension and text-level skills
Reading comprehension – definition
Constructing meaning from text by integrating word recognition, vocabulary, background knowledge, language structures, and strategic processes (e.g., monitoring, summarizing, questioning).lexialearning+4
Link: Reading Rockets “Science of Reading” hub:
https://www.readingrockets.org/classroom/evidence-based-instruction/science-readingreadingrockets
Background knowledge and language structures
Background knowledge: prior knowledge about the topic/world that supports inference and understanding.
Language structures: grammar and syntax, including complex sentences and cohesive devices. Both are explicit strands in Scarborough’s Rope and SoR-aligned comprehension frameworks.nwea+2
Link: Amplify SoR page (sections on language comprehension):
https://amplify.com/science-of-reading/amplify
Text structures and genres
Understanding how narratives, informational texts, arguments, and other genres are organized (e.g., cause–effect, problem–solution) to support strategic reading and writing.isbe+2
Link: CT SoR literature review – comprehension and expository text sections:
https://portal.ct.gov/-/media/SDE/Academic-Office/Reading-Leadership-Implementation-Council/The-Science-of-Reading--A-Literature-Review.pdfportal.ct
Writing and its reciprocal relationship with reading
Writing as part of the science of reading
Writing instruction (transcription, sentence-level work, composition) both draws on and strengthens reading skills; reading and writing share underlying linguistic and cognitive resources.tandfonline
Link: “The Science of Teaching Reading Is Incomplete Without Writing” (research article arguing that writing must be integrated into SoR-aligned literacy):
https://www.tandfonline.com/doi/full/10.1080/10888438.2024.2380272tandfonline
Transcription skills: handwriting, spelling, mechanics
Efficient handwriting and accurate spelling free cognitive resources for planning and composing; these skills are linked to phonics, orthography, and morphology.cde.state+2
Links:
Sentence-level and discourse-level writing
Teaching sentence construction, combining, and expansion; then paragraph and full-text composition (narrative, informational, argumentative) aligned with genre and text-structure instruction.isbe+3
Link: Illinois Comprehensive Literacy Plan – writing component (connects writing with reading and content areas):
https://www.isbe.net/Documents/IL-Comp-Literacy-Plan-2024.pdfisbe
Pulling together “pillars” and comprehensive lists
Here are a few “hub” documents/pages that list components in a way you can crib into your own comprehensive framework:
National Reading Panel / Five pillars
Components: phonemic awareness, phonics, fluency, vocabulary, comprehension.parentpowered+2
Link: Lexia “Full Breakdown of the Science of Reading Components” (good teacher-facing explanation of each pillar):
https://www.lexialearning.com/blog/a-full-breakdown-of-the-science-of-reading-componentslexialearning
McGraw Hill SoR overview
Components: phonemic awareness, phonics and word recognition, fluency and vocabulary, comprehension; highlights 40+ years of research.mheducation
Link:
https://www.mheducation.com/prek-12/resources/science-of-literacy/science-of-reading.htmlmheducation
State-level SoR frameworks (very “comprehensive”)
New York State “Framework for Integrating the Science of Reading in Educator Preparation and Professional Learning” (broad treatment of decoding, language, assessment, MTSS).nysed
Connecticut “Science of Reading: A Literature Review” (detailed research summaries on each component: PA, phonics, fluency, vocabulary, comprehension, spelling, writing).portal.ct
Colorado “Components of a Comprehensive Literacy Program” (practical definitions and guidance).cde.state
You could fairly easily build your own “Reading & Writing Science Map” by taking:
Word recognition strands (PA → phonics/decoding → orthographic mapping/spelling → multisyllabic decoding → morphology),
Language comprehension strands (oral language/oracy → vocabulary → background knowledge → syntax/discourse → comprehension strategies), and
Writing strands (transcription → sentence and paragraph writing → genre and disciplinary writing),
and showing how they all braid together over time.nwea+4
To make this more useful for you as Reading Sage, what would you like to zoom in on next: building a visual “mega-map” of these components for PD, or curating a shorter parent-friendly version with only the most essential terms and links?
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