A formula for strengthening reading comprehension: Exploring the science of reading in fourth grade

By Robert Missonis, Assistant Head of School and Head of Middle School

In Tonia Simone’s fourth grade language arts class, she has implemented new strategies this year after completing professional development on the Science of Reading. The "Science of Reading" (SoR) is a term that has gained widespread attention in education in recent years. It refers to a body of research that has emerged from several scientific fields, such as psychology, neuroscience, linguistics, and education, all aiming to understand how the human brain best learns to read. The SoR approach is rooted in evidence-based practices that prioritize systematic, explicit instruction as the best path for literacy development. It breaks down literacy into the formula that reading comprehension is the combination of language comprehension and decoding. 

At the core of the science of reading is the understanding that reading is not an innate ability but a learned skill. Unlike spoken language, which most children naturally acquire through exposure, reading must be taught explicitly. Neuroscientific research shows that reading requires the integration of multiple cognitive processes, including phonological awareness, decoding, fluency, vocabulary development, and comprehension.
The SoR framework emphasizes the importance of teaching these foundational skills in a structured, sequential manner. The science of reading focuses on the following components:

• Phonological awareness: The ability to identify different types of sounds and manipulate them.
• Phonics: The ability to understand letter sounds and sound groupings.
• Fluency: Through practice, the ability to read accurately with speed and expression while understanding the text.
• Vocabulary: Through exposure, constantly widening students’ knowledge of different words and meanings.
• Text Comprehension: Through whole class readings, the ability for students to more critically think about the reading and be able to understand concepts such as plot and setting.

A study supported by the National Institute of Health and the National Reading Panel revealed that both the reading and spelling abilities of elementary-age children benefitted from a systematic program based on phonics. The Science of Reading is not a set curriculum with prescribed lesson plans but rather a research-based framework for literacy acquisition. With the introduction of Science of Reading this year, the fourth grade has jumped right in. Ms. Simone shared that the students have already created a song around one of the program components called “Word of the Week,” which follows a five-day sequence and is completed at the beginning of the class period. “On the first day, students read sentences that have the word in it,” explained Ms. Simone. “They have to predict what they think the word means based on context clues as well as recognize which strategy they used to come to that prediction. On day two, they use their Word Detective glossary to look up the word and define it. On day three, they come up with a synonym and antonym and the part of speech. On day four, they draw a picture that illustrates the word. Then, on the last day, they use it in a sentence.”

The students have appreciated the routines and structures that help both students learn and use time efficiently. Ms. Simone reported, “They come in, grab their books, sit down and start their sentence routine [another part of the program]. Then they start their Word of the Week, and we go from there. It's helpful for them to know what's happening so they can immediately engage with the material.”  The small class size also allows for specific attention to each student's growth and support when needed. On this particular visit to Ms. Simone’s class students were at the sentence application phase for the word Guardian. Students came up with sentences that ranged from “guardian of the ice cream cake,” to “my parents are my guardians.” Sharing in class allowed students to learn from each other and demonstrate their creative expression. 

This shift in approaching reading comprehension from a scientific, research-based perspective has already shown measurable results, and students are applying these tactics to other areas of reading and writing. As Ms. Simone continues to implement the Science of Reading, the hope is that these foundational skills will not only enhance their reading comprehension but also foster greater confidence and independence as readers by the time they are ready to move up to the fifth grade. 

In this bi-weekly column, Robert Missonis will highlight the innovative developments within our curriculum and classrooms, demonstrating our commitment to academic excellence through Goal II: 'Schools of the Sacred Heart educate to a deep respect for intellectual values.' Robert Missonis is Head of Middle School and Assistant Head of School for Academic Leadership. These updates will explore how we continuously advance our teaching practices to foster intellectual growth and uphold our Sacred Heart mission.