The New Science of Reading and Its Implications for the Classroom

The past decade has witnessed an unprecedented collaboration between science and education, so that there has now been a sea of change, not only in understanding the underlying basis for reading and reading disability, but perhaps most critically, in the recognition that teaching reading must be driven by science. This article discusses evidence-based education, and explains why this new era in education demands knowledgeable teachers who understand the science of reading and their critical role in teaching children to read. (Contains 3 figures and 19 endnotes.)