Abstract
The Science of Reading (SOR) movement has reshaped literacy education, emphasizing evidence-based instructional materials and practices. School districts have been propelled to evaluate existing instructional materials and to consider adopting new reading programs. This article examines how Road to Reading (RTR), an evidence-based program that aligns with the SOR focus on phonics and word recognition, can be updated to reflect newer research. Rather than a full overhaul, this paper proposes a “reboot”— targeted updates that refine the five-step lesson structure. Key improvements include expanded assessments, phonemic awareness integration, motivational supports, and instructional scaffolds to better meet diverse learner needs.These targeted updates preserve the integrity of RTR while ensuring its continued effectiveness in contemporary classrooms. Moreover, this reboot model can be applied to other phonics-based programs as teachers strive to balance established literacy practices with evolving research findings.
Recommended Citation
Franz, Kate and Jang, Bong Gee
(2025)
"Rebooting a Foundational Reading Program with Recent Evidence from the Science of Reading,"
The Language and Literacy Spectrum: Vol. 35:
Iss.
1, Article 9.
Available at:
https://digitalcommons.buffalostate.edu/lls/vol35/iss1/9