Literacy & Instruction
Literacy & Instruction explores the strategies, research, and practices that help students become stronger readers, writers, and thinkers. This section looks at effective literacy instruction, reading development, classroom strategies, intervention, assessment, and the ever-changing research behind how we teach. It is a space for educators to explore ideas, reflect on practice, and discover resources that can support meaningful learning in the classroom.
When the Science of Reading Comes Alive
by Mark Weakland
Published by ASCD in February 2026
Association for Supervision and Curriculum Development
In “When the Science of Reading Comes Alive,” Mark Weakland argues that literacy instruction can be both scientifically grounded and engaging, particularly for students who struggle with reading. He emphasizes that explicit, systematic, and repeated instruction in phonology, sound-letter relationships, and language comprehension provides struggling readers with the foundational skills they need to become successful readers. Weakland highlights multisensory activities as one way teachers can make foundational skills instruction more meaningful while providing students with the repetition they often need. He also stresses that effective reading instruction must extend beyond decoding to include vocabulary, background knowledge, comprehension, metacognition, and opportunities to read widely. A central message of the article is that teachers do not have to choose between evidence-based instruction and authentic, enjoyable learning experiences. Ultimately, Weakland argues that the most effective literacy teachers combine the “science” of reading with the “art” of teaching, creating instruction that is explicit and systematic while remaining engaging and meaningful for students.
Why I recommend this article.
I recommend this article because it offers an important reminder that effective literacy instruction is both a science and an art. Mark Weakland demonstrates how explicit, systematic instruction in foundational skills can be combined with engaging, authentic learning experiences, particularly for students who struggle with reading. I appreciate that the article looks beyond phonics alone and emphasizes the importance of language comprehension, vocabulary, background knowledge, metacognition, and opportunities for students to read. It also highlights the value of multisensory approaches and thoughtful teacher support when students need additional repetition and practice. Most importantly, the article challenges the misconception that structured literacy has to come at the expense of student engagement or a love of reading. For educators committed to helping every child become a successful reader, this is a practical and encouraging reminder that rigorous instruction and joyful reading can—and should—exist together.