Developing Teacher Knowledge of the Science of Reading: Phonemic Awareness & Phonics

In 2000 the National Reading Panel addressed the low reading proficiency of students in the United States with a report detailing the result of many meta-analysis studies regarding five key areas of literacy: literacy, phonemic awareness, phonics, fluency, vocabulary, and comprehension (Report of the National Reading Panel, 2000). Through compiling research regarding literacy teaching practices, the panel concluded that to improve literacy scores, we need to focus on research-based, systematic, and explicit instruction, especially in the foundational years of lower elementary (Report of the National Reading Panel, 2000). The science of reading is a broad heading that incorporates neuroscience research on how the brain learns to read and science supported teaching strategies that facilitate the reading components of the brain. Though the findings and applications of science of reading literature are prevalent, the inclusion within the school setting is insufficient. This project is an in-service aimed to develop early childhood teachers’ knowledge of the science of reading and teach three key practices within phonemic awareness and phonics. Increasing teacher understanding and application of science-based literacy techniques will increase the reading skills of our students