What literacy experts say are the essentials of effective reading instruction

What literacy experts say are the essentials of effective reading instruction

A look at the learning science behind our new K-5 English Language Arts program, Emerge!

At McGraw Hill, we are fortunate to work with some of the country's foremost experts in literacy instruction. These educators, academics, and researchers guide us as we build personalized learning programs that will be used by millions of students and educators globally.

Through research and science, we know a lot about how young people learn to read and to use language to think critically and creatively. We are continually looking for new ways to put the science into practice - whether through technology, professional learning for educators, or even applications of artificial intelligence.

As we introduce our new K-5 English Language Arts program, Emerge!, we asked two of our program authors to highlight some of what we know works when it comes to the science of literacy and effective reading instruction.

Dr. Douglas Fisher is professor of language and literacy education at San Diego State University.

Dr. Katie Pace Miles is an associate professor and director of reading science advanced certificates at Brooklyn College, City University of New York (CUNY).

Q: What are some crucial components of an effective core ELA program in your view?

FISHER:

An effective core ELA program must be grounded in evidence-based practices that promote student thinking and learning. Two essential characteristics I emphasize are purposeful instructional design and integration of reading, writing, speaking, and listening.

Purposeful instructional design ensures that students are engaging in tasks that move learning forward. Lessons must begin with clear learning intentions and success criteria, so students understand what they're learning and why it matters. High-impact strategies, such as teacher modeling, guided instruction, collaborative learning, and independent practice, should be sequenced intentionally to support a gradual release of responsibility and promote student independence. Then, through a digital experience, a student learner profile can be adjusted according to that data, making way for personalized experiences each day aligned to those high impact strategies and instructional model.

Second, integration of reading, writing, speaking, and listening is non-negotiable. These are not isolated skills; rather, they are mutually reinforcing modes of language. Students need regular opportunities to read complex, grade-level texts with support, write in response to those texts, and engage in ways that deepen comprehension and build academic vocabulary.

An effective ELA program recognizes the diverse linguistic and cultural assets students bring. It offers scaffolds, not substitutes, that allow all learners to access rich content and complex texts while maintaining high expectations. Core materials must be inclusive, relevant, and rigorous, preparing students not just to pass tests but to thrive as thoughtful readers and articulate writers beyond school.

MILES:

The most important characteristics of an effective ELA program include providing explicit, systematic instruction grounded in a well-designed scope and sequence that addresses the essential components of reading and writing development. It should also thoughtfully revisit and build upon previously taught concepts, embed formative assessments to guide ongoing instruction, and offer opportunities for teachers to deliver timely, corrective feedback. The program should carefully pace the introduction of new activities and establish consistent instructional routines to reduce cognitive load-particularly for striving readers and multilingual learners.

Q: What is one thing that we (collectively as an education community) have learned in recent years about effective literacy instruction that has been incorporated into our Emerge! program?

MILES:

Although reading scientists have known this for decades, the education field has more recently embraced the substantial body of research supporting explicit word analysis instruction in the early grades. Providing systematic word study-both in isolation and in connected text-during kindergarten through second grade is critical to ensuring students develop a strong foundation for multisyllabic word reading and spelling.

In the past, early reading instruction often relied heavily on word memorization. Today, more educators recognize that English orthography is largely decodable. Instruction must begin in kindergarten with explicit teaching of phonics and spelling patterns that enable students to decode (read) and encode (spell) words accurately. Through repeated practice, the pronunciation and spelling of a word are bonded together (along with the meaning of the word) to more securely store it in long-term memory for automatic retrieval (Ehri, 2005, 2014, 2020). This cognitive process, called orthographic mapping, helps build a large bank of words that students can recognize instantly, which in turn supports reading fluency (Ehri, 2005, 2014, 2020). The more words students retrieve automatically, the more cognitive resources they can devote to comprehension-the ultimate goal of reading.

FISHER:

One of the most important lessons we've learned in recent years is the centrality of knowledge building in literacy development. The education community now understands that reading comprehension doesn't exist in a vacuum. It's deeply tied to what students know and can connect to. This shift reflects the growing consensus that background knowledge, vocabulary development, and exposure to rich, meaningful content are essential for ensuring students become proficient readers.

Emerge! reflects this by organizing instruction around conceptually coherent text sets; multiple texts that explore related ideas across genres and formats. This design enables students to deepen their understanding of a topic while encountering academic vocabulary repeatedly and in context. By reading widely within a domain, they build both content knowledge and the language to talk and write about it. This, in turn, enhances their comprehension and supports long-term transfer of learning.

We've also recognized the need for increased coherence across grade levels, so that knowledge builds intentionally year after year. This long-view planning ensures that we're not just teaching texts. We're teaching ideas, language, and thinking habits that prepare students for civic, college, and career life.

In short, we've shifted from teaching isolated standards to cultivating deep, transferable understanding, and that's a profound change for literacy instruction.

To learn more about Emerge!, visit: https://www.mheducation.com/emerge