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Use decodable readers, not leveled readers. Why it’s important: • Students need regular practice with grade-level text. • Texts that are connected to each day’s phonics instruction help students apply what they’ve learned. You’ll know it’s true Science of Reading if: • There are direct connections between a phonics lesson and the text. • Students receive frequent practice with sounds and spellings they’ve been taught.

Provide all students with dedicated phonics instruction, not mini-lessons. Why it’s important: • Learning to read is not innate and must be taught through explicit, systematic instruction. • Effective phonics instruction requires time for teaching, application, and practice with measurable objectives. You’ll know it’s true Science of Reading if: • Every student receives phonics instruction, not just some students.

Help students with phonics-based scaffolds, not three-cueing or word guessing. Why it’s important: • Learning to decode builds neural pathways that are critical to automatic reading. • Students need practice sounding out words, not guesswork. You’ll know it’s true Science of Reading if: • Students are asked to “sound it out,” not simply “does it make sense?”

Teach content, not isolated comprehension strategies. Why it’s important: • Language comprehension is as important as decoding. • The more background knowledge students receive, the more prior knowledge and vocabulary they can bring to texts. You’ll know it’s true Science of Reading if: • You spend two or three weeks on focused domains covering a diverse range of literary, social studies, and science topics.

Follow a clear instructional path, not a “choose your own adventure” model. Why it’s important: • It offers explicit guidance and a cohesive structure, the most beneficial—yet overlooked—element of teaching reading effectively. • It gives every student the support they need now, without waiting until intervention. You’ll know it’s true Science of Reading if: • You’re following a definitive instructional path, not a patchwork.