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The COVID-19 pandemic brought a long-standing challenge in U.S. schools to the forefront: more than two-thirds of students cannot read at grade level. Alarmingly, if students are not proficient in reading by the end of third grade, they are more likely to drop out. This realization has sparked a growing interest in the science of reading, a decades-long body of interdisciplinary research that examines the multifaceted nature of reading development. By embedding the science of reading into instructional practices, teachers can ensure students recognize words and understand their meaning—thus supporting reading fluency.

Brianna Bamber, EdD, is a secondary ELA teacher, instructional coach, and adjunct professor in Northern California with more than 20 years of classroom experience. Her focus is on literacy instruction, best grading practices, feedback strategies, teacher clarity, and classroom culture.

Emily Feltner, EdD, has over 30 years of experience at all levels in education. She works with schools and districts in the areas of leadership, literacy, and school improvement.

Gene M. Kerns, EdD, is a third-generation teacher with experience from elementary school to the university level, as well in K–12 administration. He has nearly 20 years of experience leading staff development.

Discover how technological resources can improve the effectiveness and breadth of reading instruction to build student knowledge.

Timothy V. Rasinski, PhD, is a professor of literacy education at Kent State University. He focuses on reading fluency and word study, reading in the elementary and middle grades, and readers who struggle.

Patricia M. Cunningham, PhD, is a professor of education at Wake Forest University. She has been an elementary school teacher, a reading specialist, and director of reading for a county school system.

Nancy Frey, PhD, is a professor of literacy in the Department of Educational Leadership at San Diego State University. She is also a teacher leader at Health Sciences High and Middle College in San Diego.

Kelly Johnson, PhD, is a faculty member in teacher education at San Diego State University. She is also a classroom teacher at Health Sciences High and Middle College in San Diego.

James W. Cunningham, PhD, is professor emeritus of literacy studies at the University of North Carolina at Chapel Hill. He has taught at the elementary and secondary levels and served as a consultant in 25 states.