The Science of Reading: How to Teach Reading and Writing
Research-Based Literacy Instruction at MrsJudyAraujo.com
My name is Judy Araujo, and welcome to MrsJudyAraujo.com—a professional literacy resource grounded in the science of reading and designed to support effective reading and writing instruction. This site provides research-based tools, clear explanations, and classroom-tested strategies for parents, teachers, tutors, interventionists, and education professionals.
I am a certified reading specialist with 36 years of experience in the Boston, Massachusetts, area. I created this website in 2012 to share practical literacy resources rooted in evidence-based reading instruction and real classroom practice. I continuously update the site to incorporate the latest research and validated instructional strategies.
Teachers, parents, administrators, college professors, and student teachers from more than 168 countries use and trust MrsJudyAraujo.com. My goal is simple: to make high-quality, research-aligned reading instruction accessible, clear, and usable for anyone teaching children to read.
To learn more about my background and teaching experience, please visit the “About Me” page.
What Is the Science of Reading?
The science of reading is an interdisciplinary body of research examining how humans learn to read, the cognitive processes involved, and the instructional methods proven most effective. The science of reading incorporates concepts from cognitive psychology, neuroscience, linguistics, and education, emphasizing methods that have demonstrated their effectiveness over decades.
Reading instruction aligned with the science of reading typically includes systematic phonics, decodable texts, and explicit instruction that matches how the brain processes written language.
Table of Contents
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The 4 Elements of Evidence-Based Foundational Skills Practice
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Comprehension Hierarchy (Easiest → Hardest)
Why Decodable Texts Matter
Lesson plans based on the science of reading use decodable passages—texts that follow a sequential phonics progression.
These passages:
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Build grapheme–phoneme correspondences
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Reinforce phonics skills
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Boost confidence and accuracy
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Help students apply what they’ve learned in real text
4 Elements of Evidence-Based Foundational Skills Practice
1. Systematic
Instruction follows a precise sequence.
2. Explicit
Students see it, hear it, read it, and write it.
3. Practice
Students read decodable texts to make meaning and build mastery.
4. Assessment & Differentiation
Data (both informal and formal) guide instruction and support.
How Children Learn to Read: From Sounds to Meaning
Learning to read is not automatic. It develops step by step as the brain builds connections. Below is a simplified explanation based on decades of reading research.
1. Phonemic Awareness—Hearing Sounds in Words
Children must first be able to hear and manipulate the sounds (phonemes) in spoken words.
For example, children should be able to hear the sounds /c/, /a/, and /t/ in the word “cat.”
This is the foundation for phonics.
2. Phonics—Matching Sounds to Letters
Children learn how sounds map to graphemes (letters/letter combinations).
Examples:
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/s/ → s
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/sh/ → sh
3. Blending—Reading VC and CVC Words
Children blend sounds to decode:
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VC: at, up
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CVC: cat, mud, hop
Blending leads to decoding fluency.
4. Orthographic Mapping—Instant Word Recognition
High-frequency words (e.g., the, was, said) become automatic through orthographic mapping, not memorization.
The brain permanently links:
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Spelling
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Sounds
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Meaning
5. Fluency—Accuracy and Automaticity
Students begin to read short phrases:
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The sun is hot.
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I can run fast.
Fluency grows through rereading and decoding practice, which also supports comprehension.
6. Advanced Phonics Patterns
As students progress, they learn more complex skills:
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Consonant blends: bl, st, cr
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Digraphs: sh, th, wh
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Silent-e words: bike, cake
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R-controlled vowels: car, bird
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Vowel teams: rain, meat
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Prefixes/suffixes: un-, -ing, -ness
This unlocks longer, more complex words.
7. Why Spelling and Fluency Matter
Fluent readers don’t use mental energy on decoding—they can focus on comprehension.
Spelling supports reading by reinforcing word structure.
8. Comprehension—The Final Stage
In the early stages, students should not be expected to decode and deeply comprehend simultaneously.
Decoding uses:
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phonological system
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orthographic system
Comprehension uses:
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background knowledge
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vocabulary
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working memory
Best practice:
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Early phonics texts → focus on accuracy, fluency, and orthographic mapping
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Use read-alouds and shared reading for comprehension
This aligns with Scarborough’s Reading Rope.
The Comprehension Hierarchy (Easiest → Hardest)
(From Easiest to Most Complex)
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Literal recall (Who? What? Where?)
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Sequencing (First, next, last)
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Basic retelling (Beginning, middle, end)
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Inferencing (Why did the character act this way?)
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Vocabulary in context
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Prediction and personal connections
Children Learn to Read by Reading
Reading is a skill that strengthens through repetition, practice, and effort.
Neural pathways grow stronger when students:
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Struggle productively
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Reread texts
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Encounter meaningful words repeatedly
The brain is like a muscle: use builds strength and speed. Even professional musicians and athletes practice their skills daily!
Closed Captioning Tip
Activate closed captioning while watching TV or listening to an online book read aloud. Finland is often cited as having among the highest reading scores in the world—they widely use closed captioning.
Printable Resources
Website Published May 2012
This page was last edited on December 31, 2025.