Bridging the gap across research and practice: The science of reading in contexts

In this chapter, we highlight research and practice considerations related to the science of reading. First, we provide a review of five cognitive-linguistic skills/constructs that are important for early literacy assessment and instruction across diverse contexts. These skills include pure copying, delayed copying, vocabulary knowledge, morphological awareness, and word reading. We discuss how research on assessment of these skills across languages and scripts facilitates early identification of children at-risk for reading and spelling difficulties and provides ideas and guidance for instruction. The second section of this chapter focuses on optimizing online literacy assessment and teaching while decreasing barriers to access (i.e., cost, accessibility) prompted by the COVID-19 pandemic. This pandemic brought with it new challenges and considerations for research and practice when the sudden pivot to an online modality was necessary. Finally, we highlight our shared interests and efforts related to the science of reading movement in the US. A brief overview of the science of reading movement in Indiana, our current context, is provided, in addition to observations of considerations that must be addressed when states move to implementing science of reading legislation. A shared excitement in and commitment to promoting research-aligned practices and informing legislation on assessment and instruction in science-based reading and writing from multiple disciplinary perspectives (i.e., developmental psychology, speech and hearing sciences, and education) fuels our efforts in advancing research and practice in the science of reading and writing.