Reading is Rocket Science
As a newcomer to the field of education, I have been reminded on more than one occasion in conversations with Dr. Amy Mattingly, our Chief Program and Impact Officer, that reading is indeed rocket science. The phrase is usually associated with the act of teaching reading, thanks to Dr. Louisa Moats. So, this notion of the complexities of learning to read got me pondering about the perception of literacy development. When we think about science, we often think about fields like chemistry or physics, but reading—yes, reading—is also a science. Reading is complex, involving the application of multiple skills such as phonics, fluency, comprehension, vocabulary development, and more.[1] It shapes our understanding of the world around us and, at an early age, provides windows into imagined, creative, and very real possibilities.
The path to literacy is far more than just picking up a book and recognizing letters and sounds. It involves a deeply interconnected system of brain functions that allow us to decode words, understand their meaning, and synthesize information. Yet, despite the complexity of reading, far too many students, particularly those from marginalized communities, are not receiving the literacy instruction and interventions they need to be proficient. Reading achievement falls short for many students, and the impact is especially severe for those from the most disadvantaged families and communities. A significant proportion of individuals who face lifelong challenges—such as adults who did not complete high school, individuals who are incarcerated, unemployed or underemployed, and those dealing with other physical and emotional health issues—are people who lack strong reading skills.[2]
North Carolina has invested substantially in ensuring teachers use the science of reading, allocating over $100 million to support and train educators through the Language Essentials for Teachers of Reading and Spelling (LETRS) program. Over 44,000 North Carolina elementary school teachers completed 160 hours of training in the science of reading. This is a significant commitment, but North Carolina is not alone in its effort to change the literacy landscape. According to a standard national exam, almost 40% of U.S. fourth graders fall below basic reading proficiency levels, and 37 states, along with the District of Columbia, have changed policies to improve how reading is taught, considering evidence-based approaches.[3]
When students fall behind in achieving grade-level reading, their chances of economic mobility and equitable opportunities in the future diminish. We want to disrupt this path, particularly in North Carolina. At Helping Education, we understand that educational equity begins with literacy. Without the foundational skills of reading fluency and comprehension, a student’s trajectory can be permanently altered. Research consistently shows that a student’s reading ability by the end of 3rd grade is one of the strongest predictors of future academic success. Why? Because by the 4th grade, students shift from learning to read to reading to learn. Without this crucial skill, they fall behind, not only in reading but in all subjects and learning.
If reading is rocket science, what is the science of reading? The science of reading is the collection of research that helps us understand how children learn to read and what teaching methods work best. By applying such evidence-based research, educators can better address the complexities of reading development and improve literacy outcomes for every student. This is critical in developing instruction pathways, tutoring models, and programs that will enhance reading fluency for students, especially in early elementary school.
At its core, reading fluency is the ability to read with speed, accuracy, and proper expression. It’s about more than just recognizing words; it’s about understanding how those words work together to convey meaning. Fluency is what allows a reader to navigate text fluidly, making connections that lead to comprehension—the ultimate goal and that which sparks a love and excitement for reading. While we know how vital fluency is for students to create meaning from text, it is often neglected in the time allocated to practice this skill.
Both of these components—fluency and comprehension—are built on a strong foundation of phonics, vocabulary, and syntax. By understanding how these elements interact, we can develop evidence-based literacy interventions that meet students where they are, enabling them to grow into confident, capable readers.
WHAT WE ARE LEARNING AND DOING
Every community and school district is very different and very similar at the same time. This means there is no scientific, one-stop, perfect plan that addresses every challenge in solving barriers to strong literacy development. Assumptions must be checked, and a posture of deep listening within the communities and schools where we work is critical. We have integrated more of an organizing approach that critically and innovatively informs strategic priorities.
Teachers are leaving the classroom at a jarring rate. In North Carolina alone, over 10,000 teachers left the classroom in 2023. Teacher capacity remains a challenge, while their passion for elevating students to their greatest potential remains at a hopeful high. Teachers are exceptional individuals who deserve more pay and respect, but that is another discussion.
In the lane of learning interventions, particularly in North Carolina, high per-student cost structures, ranging from $1,200 to $3,800 per student—many of which are not evidence-based or research-based—represent an unacceptable barrier for teachers and students from underserved communities, especially students of color. Data nationally shows a range of $10,000 to $30,000 per student per academic year.[4] The implementation challenges are similar and different depending on the region and school district. These challenges can range from disconnects between district offices and the local school level to a lack of equitable funding across districts—over 75% of public schools in North Carolina are Title 1 schools, meaning they receive federal funding based on the number of students who qualify for free or reduced lunch. These (and other circumstances) must be addressed innovatively to increase the number of students served with appropriate reading interventions each school year, including after-school and summer programming. Schools cannot do this work alone.
Helping Education’s approach is built on the understanding that literacy is a justice issue. As stated previously, reaching grade-level reading proficiency by 3rd grade is a powerful predictor of future success. Children who do not achieve this milestone are four times more likely to drop out of high school. For students living in poverty, that number rises to six times more likely. A student’s ability to read affects not only their academic performance but also their future job prospects, earning potential, and overall quality of life. That’s why reading is more than just an academic skill—it’s a life skill that impacts the economic outcomes of communities. By equipping students with the literacy skills they need to succeed, we can change the trajectory of their lives and help build a more just and equitable society.
At Helping Education, we don’t just focus on the mechanics of reading—we aim to cultivate a love for it. We believe that when children find joy in reading, it becomes a lifelong habit. We also recognize that students who feel successful with reading might also find it more joyful. Reading opens doors to new worlds, ideas, and possibilities, helping students build empathy, creativity, and critical thinking skills. These are the qualities we want to nurture in the next generation of leaders.
So, reading truly is rocket science—complex but transformative. By investing in early literacy interventions and fostering a love of reading, we can help students not only meet critical milestones but surpass them. And in doing so, we can advance learning outcomes that contribute to a more just and equitable future for all.
[1] “Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction,” Reports of the Subgroups, National Reading Panel, (2000).
[2] Moats, Louisa C., “Teaching Reading Is Rocket Science,” American Federation of Teachers, 2020.
[3] Lucille Sherman, Erica Pandey, “N.C. is a part of a national movement to rethink reading,” AXIOS Raleigh, https://www.axios.com/local/raleigh/2024/01/30/nc-national-movement-science-of-reading (accessed September 5, 2024).
[4] For more information on the impact of high per-student cost structures visit the following links: The Education Trust (May 15, 2024): https://edtrust.org/blog/why-districts-should-focus-on-high-impact-tutoring/ and The Hachinger Report (May 25, 2020): https://hechingerreport.org/takeaways-from-research-on-tutoring-to-address-coronavirus-learning-loss/
“Reading is Rocket Science”
By Dr. William D. Gibson
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