Learning with Natalie Wexler & Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning

Oh, happy day, as I'm reading this new release from Natalie Wexler!  She grabbed my attention from the very beginning: "advocates...want more effective phonics instruction."  Over the last 4 years, so many of my conversations & coaching sessions have been on this very topic! How are we explicitly teaching phonics? Do we know the best practices of explicit phonics instruction? How much time are we spending on phonics instruction? It should not take any longer than 30 minutes of your literacy block!

However, the most exciting feature is how she automatically weaves in the Science of Learning! My professional journey began with reading Patrice Bain's Powerful Teaching and has moved to include Daniel Willingham's "Why Don't Students Like School?" and Nathaniel Swain's Harnessing the Science of Learning. Each chapter of Wexler's resource makes us consider how we are purposefully including explicit literacy instruction throughout the day (yes, all content areas)? How are we including retrieval practice? Are we providing explicit writing instruction and allowing for written responses during the day (yes, all content areas)? How many times are we reading aloud complex, knowledge-rich texts with students? How are we engaging them during the read aloud? Are we providing times for students to engage in guided, meaningful discussions and modeling how to actively listen during those times? Does our comprehension instruction move beyond just skills and strategies?  So many wonderful nuggets to ponder as we continue to refine our craft! 

As you reflect on each of those questions, here are three key strategies:

1. Explicit Instruction with Scaffolding: Effective literacy instruction requires direct, explicit teaching of reading skills. Scaffolding ensures that students are not only taught the necessary skills but also receive the support needed to use these skills independently. This involves gradually removing support as students gain confidence, helping them move from a “guided practice” phase to full autonomy in applying reading strategies. I like that she reminds us that we provide scaffolds as needed - no learned helplessness!

2. Building Vocabulary through Rich, Contextualized Instruction: Research shows that vocabulary knowledge is one of the strongest predictors of reading comprehension. In this strategy, students are exposed to new words in context, not just isolated definitions. Teachers should create opportunities for students to interact with new words in multiple ways, such as through reading, speaking, writing, and discussion, allowing students to build deeper understanding and retention. Explicit instruction is crucial when we want students to master vocabulary - and not just memorize it for the week!

3. Promoting Metacognition and Self-Regulation in Reading: Encouraging students to reflect on their reading processes and understand how they approach comprehension is crucial. Metacognitive strategies—like thinking aloud, self-questioning, and summarizing—help students develop a better understanding of how to process text effectively. This allows them to monitor their understanding and adjust strategies as needed, leading to greater reading success. One of my favorite strategies from the CORE Reading Sourcebook is "Click or Clunk."  After students read a passage, they check in on the vocabulary and understanding of the content. Is it a "click" - all good - or a "clunk" - letting the teacher know this doesn't make any sense to me. So, so good!