Evidence for Science of Reading - Print and Book Awareness - Phonological & Phonemic Awareness - Phonics and Decoding - Word Analysis

Sep 28, 2026

Uploaded by Miles

SRA Open Court Reading brochure explains how the Science of Reading, grounded in decades of literacy research and cognitive science, supports measurable reading gains across beginning-to-fluent readers. It summarizes research findings from the National Early Literacy Panel and key studies on phonological, phonemic, and instructional progression. It then details how Open Court Reading makes research actionable through print and book awareness, oral blending/segmentation, systematic phonics with sound–letter and sound–spelling mappings, and word analysis using morphemes, roots, prefixes, and suffixes.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Evidence for Science of Reading

Print and Book Awareness

Phonological & Phonemic Awareness

Phonics and Decoding

Word Analysis

Evidence for Science of Reading Grounded in decades of literacy research and a proven history of efficacy in the classroom, SRA Open Court Reading has been building strong readers, writers, and thinkers for more than 60 years. Underpinned by findings from learning theory and cognitive science—also known as the Science of Reading—and proven to achieve reading gains in a diverse range of readers from beginning to fluent, Open Court Reading is research-validated as well as research-based. See the proof. Read what the Science of Reading tells us, and see how Open Court Reading empowers teachers to make the research actionable. Print and Book Awareness What Research Tells Us The National Early Literacy Panel (NELP), which provides a synthesis of the research on early literacy development, identified the link between specific early literacy skills and later success in reading and writing (National Early Literacy Panel, 2008) . How Open Court Reading Applies Research The Foundational Skills section of Open Court Reading contains print awareness instruction related to learning the alphabet, letter formation, and how the alphabet works. Print awareness elements are also integrated into instruction when teachers engage students in reading comprehension and writing activities. See It In Action! Print awareness involves understanding there are reasons print is arranged in a certain way. Phonological & Phonemic Awareness What Research Tells Us The ease with which children learn to read often depends on their level of phonological/ phonemic awareness (Shaywitz, 2003; Stanovich, 1986) . Explicit instruction in phonemic awareness is important, and it should follow a developmental progression from working with words and parts of words to manipulating individual sounds (Mott & Rutherford, 2012) . Phonological and phonemic awareness are initially taught as oral/aural (speaking/listening) skills. Combining this instruction with instruction in letter sounds has a positive effect on reading and spelling for many students, including ELs and readers with disabilities (National Institute of Child Health and Human Development, 2000) . How Open Court Reading Applies Research Phonological awareness instruction includes listening for word parts, identifying the number of words in sentences, combining word parts into words, working with rhyme, clapping and counting syllables in a word, and manipulating and exploring sounds through game-like activities. Phonemic awareness instruction shifts from working with words and word parts to manipulating individual sounds (or phonemes) . Instruction focuses on two key areas: oral blending and oral segmentation. Phonemes are connected to letters as students move through activities that focus on sound and letter substitution and sound discrimination. See It In Action! Phonological awareness activities include manipulating and exploring sounds through game-like activities. Phonics and Decoding What Research Tells Us Cognitive science research proves both fluent, accurate decoding and automatic word recognition are essential behaviors skilled readers demonstrate. When these skills are based in phonic knowledge, the reader is able to connect sounds and words to meaning. Louisa Moats specifically emphasizes the importance of young readers connecting sounds to letters (or spellings) and constructing words in order to read them (Moats, 1998) . How Open Court Reading Applies Research Open Court Reading introduces sounds and spellings through systematic, explicit, and sequential instruction, enabling students to build both decoding (reading) and encoding (spelling) abilities. Beginning in grade K, children learn about the alphabetic principle—that is, which sounds are represented by letters and can be blended to form words. Instruction shifts in grade 1 from mapping sounds to letters to mapping sounds to spellings. Recognizing that some children may need additional support, the pro

FAQs

What research foundation does Open Court Reading use for its approach?

It is grounded in decades of literacy research and cognitive science findings commonly known as the Science of Reading, with a proven classroom history and research-validated reading gains.

How does the program build phonological and phonemic awareness?

It starts with oral/aural instruction, progresses from working with words and word parts to manipulating individual sounds, and emphasizes oral blending and oral segmentation before connecting phonemes to letters.

How does Open Court Reading teach phonics and decoding?

It uses systematic, explicit, sequential instruction so students connect sounds to letters and spellings, beginning with the alphabetic principle in kindergarten and shifting mapping targets from sounds-to-letters to sounds-to-spellings in grade 1, with review support in later grades.

Sep 28, 2026

Uploaded by Miles