A Glimpse of Dr. Reid Lyon’s 10 Maxim Framework
Dr. Jason D. DeHart is a teacher at Wilkes Central High School in North Carolina, and was an assistant professor of reading education at Appalachian State University. DeHart's research interests include multimodal literacy, including film and graphic novels, and literacy instruction with adolescents. He taught middle grades English/Language Arts for eight years and continues to work to keep current with trends in education. DeHart’s work has recently appeared in SIGNAL Journal, English Journal, and The Social Studies, and he has a co-edited the volume, Connecting Theory and Practice in Middle School Literacy, to be released by Routledge later this year. He is passionate about literacy, inclusivity, engaged reading, and authentic writing practices.
Few individuals have shaped the national conversation about reading instruction as profoundly as Dr. Reid Lyon.
A neuroscientist, policy adviser, and relentless advocate for evidence-based practice, Dr. Lyon’s work has been instrumental in bridging the gap between scientific research and classroom implementation. His leadership at the National Institute of Child Health and Human Development (NICHD) helped catalyze a movement toward Structured Literacy, influencing federal policy, teacher preparation, and the way reading is taught in schools across the country.
Dr. Lyon’s legacy is not just one of research—it’s one of impact. He has championed the rights of struggling readers, challenged entrenched ideologies, and insisted literacy is a matter of both science and social justice. For educators, researchers, and policymakers alike, his voice has been a guiding force in the pursuit of reading proficiency for all children. This post celebrates the work of Dr. Lyon, whose 10 maxims about how children learn to read continue to shape teaching practices.
Not all 10 maxims by Dr. Lyon are included in this blog, however, themes and ideas from four of them are discussed. When we think about Dr. Lyon’s work, we should consider all 10—but one stands on its own, really! You can learn more about all 10 maxims by watching the EDVIEW360 webinar presented by Dr. Lyon.
Intentional Instruction
Among these 10 maxims, one theme that underscores the important work of reading teachers is both reading and writing must be taught. Literacy skills are not merely absorbed; they are shared through thoughtful instruction.
The careful planning of teachers is vital, as is the integration of both reading and writing into routine learning design. Our work with students is not about arranging pieces and hoping they come together, but in thoughtfully linking concepts through lessons and activities, enabling students to realize and reach their potential.
This reminder of intentional instruction is not only an indication that the role of the teacher is irreplaceable; it also is a guiding principle for curriculum, grouping, and methods. Moreover, Dr. Lyon notes writing instruction cannot be ignored and should indeed be a key part of literacy learning.
A Process That Begins Early
As Dr. Lyon points out, literacy learning begins at birth. Along with the work of scholars like Marie Clay, Dr. Lyon’s research has underscored this crucial truth: The early years are so very important.
This underscores how families do meaningful work in building literacy. Families should be partners in literacy instruction in conjunction with teachers. Building time around talk, developing concepts of print, and consistently reading to children from their early years are all paramount steps.
This maxim has helped sharpen the focus about early intervention for children who have specific reading needs.
Proper Foundations Matter
Reading teachers know and use terms like fluency, comprehension, and vocabulary. Dr. Lyon’s work highlights the ways these tenets of literacy support one another. Thanks to this body of research, teachers know comprehension is a complex process. Without strategic steps, comprehension feels even more complex.
Understanding text is the goal of reading and does not depend only on being able to break down words. Decoding is an important part of understanding, but there is more. Comprehension also includes prior knowledge, vocabulary demands, and fluency.
Dr. Lyon’s 10 maxims point to the roles of these reading pillars, as well as their connected and separate function in reading. This means teachers can more deeply engage with readers based on where they are in the process of learning to read and based on what skills they already have begun to master.
Learning Across Languages
Diversity also is crucial to our daily routines and practices. It can be intimidating to attempt to teach in a classroom where multiple languages are represented. Our students carry with them meaningful and unique cultural truths and contributions.
Helpfully, Dr. Lyon points out what counts in learning to read applies to any language. The maxims do indeed carry across.
To that end, there is no magic spell for helping students move toward proficiency in English from another language. The research still works. All students can benefit from truths like starting early, being intentional, and building the proper foundations in reading.
This Legacy Lives On
While some debate about what works best in literacy instruction, decades of research point to a scientific set of steps and key ideas that support students. The work of Dr. Lyon points to these foundations and highlights the expertise of teachers.
As families, teachers, and school leaders grapple with the need for high-quality literacy instruction, there is a body of research that can simplify this daunting task. We know what works, and we can engage in these practices in our homes and schools.
Watch Dr. Lyon’s webinar, 10 Maxims That Matter: What We Know About Learning To Read, here. This webinar discusses all 10 maxims and distills even more of the foundations and strategies aligned with them.