How to choose a science of reading-aligned program

A post from our Literacy learning: Science of reading blog series written by teachers, for teachers, this series provides educators with the knowledge and best practices needed to sharpen their skills and bring effective science of reading-informed strategies to the classroom.

If you are an educator, you’ve likely been hearing about the science of reading for a while now. It’s possible you’ve already engaged in science of reading-based professional learning. But how do you use this information to help you choose a science of reading-aligned program for your students?

One important thing to understand is that the science of reading itself is not a “program,” but rather a body of research that offers information about how children learn to read and why they might struggle or have difficulty. But this knowledge isn’t always enough. In order to ensure we can help all children, all educators need to understand and be able to answer these four essential questions about reading development (Lyon, 1999):

• What does it take to learn to read?
• What goes wrong when you don’t learn?
• How do you prevent it?
• How do you remediate it?

Here we address the necessary prerequisites to choosing a science of reading-aligned program.

Why the right program matters

A literacy program chosen by a district or school isn’t just about materials—it shapes both how teachers teach literacy and therefore ultimately impacts how students learn to read.

Effective student learning

With decades of research available, we now understand that reading doesn’t happen “naturally” for a majority of students. In fact, science has shown that while human brains are wired for language  , the same is not true for reading and writing—they are acquired skills for which most children will need or benefit from explicit, systematic, direct instruction in foundational reading skills (Liberman, Shankweiler, & Liberman, 1989).

It’s important to choose a program that supports all readers—not just the small percentage of children that will pick up reading no matter what.

Effective teaching

One of the most important things to note about choosing a science of reading program is that an effective program will have instructional resources embedded. Components that are most helpful for teachers (particularly newer teachers) include things like:

• Easy-to-use materials and manipulatives
• Instructional dialogue that creates both a shared literacy language and structured routines, aligned across tiers and grades—lessening the cognitive learning load for both teaching and learning.
• Availability of related professional learning for both concepts (i.e., science of reading training) and for any specific products (i.e., a virtual product training)

Offering teachers a program that successfully balances learning rigor with accessibility and ease-of-use builds the foundation for sustainable literacy change.

How to evaluate science of reading programs

In what’s become a very crowded market for literacy instruction resources, it is now essential  that district leaders are looking beyond labels and marketing language when choosing an evidence-based science of reading curriculum.

Among the most important curricular components, those investing in programs need to be clear that their chosen program offers explicit instruction in the following foundational skills:

• Phonemic awareness
• Phonics
• Vocabulary
• Fluency
• Comprehension

Outlined below are specific criteria for how to choose an evidence-based science of reading program.

1. Research-based and fully aligned to the science of reading

School leaders will want to ensure that their science of reading curriculum is supported by research. This means studies conducted by a third-party, independent research partner to demonstrate effectiveness. , and/or alignment with the criteria put forth by the Every Student Succeeds Act (ESSA).

Third-party, independent research

A high-quality resource must have research that shows it is effective in real students in a real school environment. These research studies must be conducted by a third party in order to eliminate in-house bias. If a resource has been peer reviewed it means the resource has undergone research that’s either conducted by or has been evaluated by an independent (third) party in the field before it’s published.

A program that has Evidence for ESSA (Every Student Succeeds Act:)

Evidence for ESSA is a four-tiered framework that classifies educational resources based on what the research demonstrates. Once a study has been conducted for a program and then reviewed by a 3rd party, it can be submitted to Evidence for ESSA. It will be evaluated and stamped with one of the following levels of evidence:

• Strong evidence: At least one well-designed and well-implemented experimental (i.e., randomized) study.
• Moderate evidence: At least one well-designed and well-implemented quasi-experimental (i.e., matched) study.
• Promising evidence: At least one well-designed and well-implemented correlational study with statistical controls for selection bias.
• Evidence building/Under evaluation: The fourth level is a program or practice that does not yet have evidence qualifying for the top 3 levels (Evidence for Essa, 2023).

*In order to meet the top three levels, the research has to have found a statistically significant effect on improving student outcomes or other relevant outcomes.

2. Comprehensive across tiers (1, 2, and 3)

When students need intensive literacy support through Tier 2 or Tier 3 instruction alongside their Tier 1 core instruction, coherent programming across all tiers reduces cognitive load for both teachers and students. Using consistent routines, language, and approaches eliminates confusion and frees up mental bandwidth, allowing students to focus on learning and retaining new skills while enabling teachers to deliver more effective instruction and spend more time with students. This alignment creates a seamless learning experience that maximizes the impact of all instructional efforts.

3. Evidence of student impact

Student impact is evident when a resource is able to demonstrate that students are making measurable gains in all key areas. This is made visible by conducting studies with real students in real schools: the strongest ESSA tier has large sample sizes of real students having success with these products.

4. Built-in assessments and progress monitoring

A science of reading-aligned program should have embedded assessments and tools for progress monitoring that are both aligned to the program and are intended to guide instruction within the program. Assessments should not be entirely separate from instruction.

5. Professional learning and teacher support

A program that’s aligned to the science of reading is intended to ensure that the literacy program is implemented effectively and with integrity. Providing embedded professional learning opportunities is essential to a program’s success. This means that a good choice will have professional learning that addresses both teacher knowledge and teacher preparation, as well as offers ongoing coaching and ongoing implementation support to ensure system-wide success.

What to avoid when selecting a program

When evaluating literacy programs to ensure they are aligned with the science of reading, schools should avoid solutions that appear research-based but lack actual scientific backing. Many programs marketed as “science of reading-aligned” fall short of evidence-based standards, potentially hurting student progress rather than supporting it.

Look out for programs that:

• Rely on outdated instructional methods such as three-cueing systems, leveled text guessing strategies, or haphazard phonics instruction rather than explicit, systematic phonics instruction
• Offer minimal professional learning and ongoing support, leaving teachers without the knowledge and tools needed for an effective and sustainable implementation
• Lack credible research evidence or fail to provide studies demonstrating program effectiveness
• Present only publisher-funded or internally conducted studies rather than independent, third-party research that eliminates potential bias

Schools should demand programs backed by rigorous, independent research conducted by organizations completely separate from the publisher. This third-party validation ensures objective evaluation of program effectiveness and protects schools from investing in solutions that may compromise student literacy outcomes.

8 Questions to ask vendors before making a decision

Here are 8 questions you can (and should) ask vendors before making a big investment in their programs or resources. Answers should be given AND demonstrated or shown.

1. Is the program aligned with science and evidence?
2. What are the effectiveness studies that show the program works in a variety of demographics? What is the ESSA level of evidence?
3. What’s the design of the program?
4. Is the instruction explicit and direct with a systematic scope and sequence?
5. What assessments and progress monitoring tools are included? Do they connect directly to instruction and lessons?
6. Is the program Tiered?
   • If yes, are the resources comprehensive or cohesive across the tiers?
7. Is there professional learning and/or ongoing implementation support?
8. Is the vendor offering transparency about the implementation practices?
   • What does it involve?
   • What will it look like in your organization/district?

How 95 Percent Group foundational skills programs support the science of reading

The One95 Literacy Ecosystem™ offers a cohesive suite of products, programs and resources that are intentionally designed around and aligned with the body of evidence called the science of reading. Instruction is explicit, systematic, and designed with the same structured routines across our 95 Tiered Solutions to reduce cognitive load and make both teaching and learning more effective.

95 Tiered Solutions are data driven—they provide a combination of Core instruction and comprehensive intervention resources with embedded assessments that enable precise and targeted instruction. Programs are designed to meet all students where they are: including resources for both intervention and prevention.

Many 95 Percent Group resources have Strong ESSA evidence to support the impact and outcomes possible for students.

Next steps for school leaders

Choosing a science of reading-aligned program is about equity and access, effectiveness of teaching and learning, and long-term student outcomes. However, selecting the right curriculum is only the first step—successful implementation requires intentional planning and sustained commitment. Chief among necessary components of an effective implementation plan is establishing a shared understanding and vision with all invested parties—including clear district and community-wide communication and a plan for ongoing implementation support. After all, with shared accountability comes widespread shared success.

Expert biography

Dr. Diana Betts is currently the Director of Research for 95 Percent Group, where she leads the design and execution of ESSA-aligned research studies, oversees pilot and implementation partnerships nationwide, and collaborates cross-functionally to translate evidence into actionable insights that strengthen literacy outcomes for students and educators. She was appointed to a Literacy Task Force for the North Carolina Independent Colleges and Universities organization in 2022 to support literacy outcomes across state educator preparation programs.

With 13 years of experience in elementary and middle schools as a teacher, media coordinator, gifted specialist, and athletic coach, Dr. Betts brings extensive classroom expertise to her work. She also served as a computer science curriculum developer and coach, helping write integrated K-6 curricula and coaching teachers in Florida and South Carolina.

Dr. Betts holds a Bachelor’s degree in Elementary Education from High Point University, Master’s in Reading Education from East Carolina University, and doctoral degree in Education Leadership and Curriculum and Instruction from University of North Carolina at Wilmington. She is LETRS trained and licensed as a classroom teacher, reading coach, school principal, and superintendent in North Carolina and South Carolina.

Sources

1. Lyon, G. Reid. 1999. “Statement of Dr. G. Reid Lyon… Education Research: Is What We Don’t Know Hurting Our Children?” Testimony before the House Science Committee, Subcommittee on Basic Research, U.S. House of Representatives, Washington, D.C., October 26, 1999.
2. Liberman, Isabelle Y., Donald Shankweiler, and Alvin M. Liberman. 1989. “The Alphabetic Principle and Learning to Read.” In Phonology and Reading Disability: Solving the Reading Puzzle, edited by Donald Shankweiler and Isabelle Y. Liberman, 1–33. Ann Arbor: University of Michigan Press.