The Science of Reading Doesn’t Replace Balanced Literacy—It Belongs Within It

In recent years, the “Science of Reading” has become a defining topic in education. From policymaker mandates to teacher training revamps, schools are being called to realign literacy instruction with the latest research in cognitive science, linguistics, and psychology.

This shift is important—and necessary. But too often, it’s presented as a takedown of what came before: particularly Balanced Literacy.

I want to offer a different perspective.

The Science of Reading is not a replacement for Balanced Literacy—it is a powerful lens that sharpens and strengthens it.

What Is the Science of Reading?

The Science of Reading (SoR) refers to a comprehensive body of research from fields like neuroscience, cognitive psychology, and education that explains how children learn to read. Key takeaways from this research include the importance of:

• Phonemic awareness (hearing and manipulating sounds)

• Phonics (linking sounds to written symbols)

• Fluency (accurate, automatic reading)

• Vocabulary (word knowledge)

• Comprehension (making meaning)

These five components are sometimes referred to as the “Five Pillars of Reading,” outlined by the U.S. National Reading Panel (2000) and supported by subsequent large-scale studies (e.g., Castles, Rastle, & Nation, 2018).

For children—especially those with reading difficulties such as dyslexia—explicit, systematic instruction in these areas is essential.

What Does Balanced Literacy Offer?

Balanced Literacy, as an approach, emerged in the 1990s to combine phonics with meaning-based instruction. Done well, it emphasises:

• Rich, authentic literature

• Reading and writing workshops

• Read-alouds and shared reading

• Independent reading and choice

• Teacher modelling and guided practice

  
  

Its aim is not just to teach children how to read, but to help them become readers—to love books, think deeply, and express themselves with confidence. In schools where Balanced Literacy is thoughtfully implemented, students engage with real texts, write for real audiences, and develop the habits of lifelong learners.

Why This Isn’t an Either/Or

Problems arise when either approach becomes ideological or oversimplified. If Balanced Literacy ignores foundational skills, it fails those who struggle to decode. If the Science of Reading disregards rich literature and student engagement, it risks turning reading into a mechanical exercise. But the strongest classrooms don’t choose one over the other. They integrate the insights of reading science with the humanity of a balanced, child-centred approach.

What Integration Looks Like in Practice

At The Green School, we are embracing this integration intentionally. Here’s how:

• Foundational skills (like phonemic awareness and phonics) are taught systematically in early grades.

• Meaning-making and vocabulary are developed through interactive read-alouds and rich text discussion.

• Independent reading and student choice are still part of the daily routine, because motivation matters.

• Writing instruction is connected to reading, and children write with purpose and audience in mind.

Most importantly, we are investing in teacher knowledge—helping educators understand both how the brain learns to read and how to support joyful, lifelong literacy.

The Bottom Line

The Science of Reading does not need to destroy Balanced Literacy—it should refine it. We must stop positioning reading instruction as a binary. When educators are equipped with research and professional wisdom, they can meet the needs of all learners, building both strong decoders and thoughtful, passionate readers. Because children don’t just need to learn how to read. They need to learn why reading matters.

References

National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

Castles, A., Rastle, K., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1), 5–51.

Moats, L. C. (2020). Teaching Reading Is Rocket Science. American Federation of Teachers.

Shanahan, T. (2020). Does Balanced Literacy Work? \[Shanahan on Literacy Blog]

International Literacy Association (2019). Explaining the Science of Reading: A Guide for Educators.