6 There are many definitions of the term Science of Reading (SOR). The International Literacy Association (ILA) defines the Science of Reading as: The Science of Reading (SOR) is based on basic empirical research studies that describe the processes that underlie how humans become proficient readers. The Science of Reading Instruction (SORI) is based on applied empirical research studies that validate the effectiveness of instructional recommendations about how to teach humans to read. Duke and Martin (2011) distinguish between two important terms — research-based and research-tested. Research-tested means that “one or more research studies tested the impact of that particular practice, approach or product” (p. 17). Research-based means “that the particular practice, approach, or product has not been tested in a research study but has been designed to be consistent with [other related] research findings” (p. 17). In view of this distinction, a Science of Reading Instruction should firmly rest upon research-tested rather than research-based empirical findings. To sum up this distinction, no matter how well the corpus of basic research findings supports a Science of Reading, recommendations for instruction to support a Science of Reading Instruction must be tried out and studied in the intended context of their use and with the intended recipients of their assumed benefits. The Report of the National Reading Panel (NICHD, 2000) and the Report of the Early Literacy Panel (NIL, “a corpus of objective investigation and accumulation of reliable evidence about how humans learn to read and how reading should be taught.” International Literacy Association, 2020 The Science of Reading BY D. RAY REUTZEL, PH.D. SENIOR RESEARCH FELLOW CENTER FOR THE SCHOOL OF THE FUTURE, UTAH STATE UNIVERSITY
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