Critiquing the “science of reading” movement: Teaching reading is “both/and” 

Lynne Einbender and Susie Rolander, reading and literacy faculty at Bank Street College, talk about supporting children’s learning to read and the components of a full-fledged language arts program. One size does not fit all: children with different strengths and experiences have a spectrum of needs.


00:00-00:43 Intros

00:43-03:01 What do its advocates mean by the “science of reading?’

03:01-06:44 Effective ways to support children in learning to read and acquiring literacy

06:44-10:30 Balanced literacy

10:30-13:39 Learning to read and learning to write

13:39-15:21 Effects, if any, on “science of reading” laws on student achievement

15:21-20:13 Best ways to help more children become proficient readers

20:13-22:31 Lucy Calkins’s Reading Workshop and Fountas & Pinnell Leveled Literacy Intervention system

22:31-23:41 Recommended resource—“Shifting the Balance” by Jan Burkins and Kari Yates

23:41-27:35 Children with special needs

27:35-30:28 Equity

30:28- Outro



Click here to see the full transcription of this episode. 


Soundtrack by Poddington Bear