The science of reading is irrefutable and can light our path. There is no room for escapism or egotism in education, especially when we are dealing with the mind and future of a child. Taking time to evaluate where we are as teachers of reading is key to taking the next step in our journey to sound literacy instruction.

The science of reading is irrefutable and can light our path. There is no room for escapism or egotism in education, especially when we are dealing with the mind and future of a child. Taking time to evaluate where we are as teachers of reading is key to taking the next step in our journey to sound literacy instruction.

The time has come to call the public’s attention to reading science and to dispel the misconceived beliefs and practices that are so widespread in our classrooms.

Research has shown a pattern of summer learning loss, particularly among low-income youths. Lack of access to high-quality summer learning programs negatively impacts the academic achievement, health, and social development of children, particularly in high-poverty communities. Students in middle- and higher-income households still lose an average of one to two months of learning each summer. So, what can educators do to lessen or eliminate summer slide?

As educators, our mission is to provide all of our students with opportunities as they move into the working world. Sadly, 32 million adult Americans read below a basic level. Locked into low-wage jobs, nearly 60 percent of those with low literacy earn less than $16,000 annually. These are people who lack foundational reading skills. What can we do about this issue?

Technology advances have brought an influx of supporting tools that give teachers data point after data point and provide intervention after intervention. While technology tools can give teachers great insight into how students learn and where they struggle during the reading process, this is only part of the picture. The true understanding of teaching reading to students still lies with the teacher.