As educators, we often hear about the science of the reading brain. Many of us are well-versed in the foundational knowledge of how reading circuits work, but understanding the science is only the first step. The real challenge—and opportunity—lies in reflecting on how we apply this knowledge in our classrooms and intervention settings.
In a recent conversation with Dr Maryanne Wolf, I was reminded of the incredible potential we hold as educators to shape young minds. Her insights challenge us to revisit and refine our practices, ensuring we meet the needs of every learner, especially those with dyslexia or other reading difficulties.
The Circuit of Circuits: A Foundation for Reflection
Dr Wolf’s explanation of the reading brain as a “circuit of circuits” is a powerful reminder that reading is not a natural process. “There is no one place in the brain for reading, but rather it is a network of connections.”
For students who struggle, such as those with dyslexia, this circuitry doesn’t develop in the same way. This variability—what Dr Wolf calls the heterogeneity of dyslexia—makes it clear that there is no one-size-fits-all solution.
As teachers and intervention specialists, we need to reflect on this. Are we considering all aspects of the reading circuit in our instruction? Are we flexible and responsive enough to address the diverse needs of our students?
Dr Wolf’s words stuck with me: “Our interventions work, but they can have a shelf life. Sometimes we get locked into one approach, repeating it past the point of effectiveness.”
This is where reflection becomes critical. It’s not just about implementing evidence-based practices; it’s about regularly evaluating their impact and adapting them as needed.
Moving Beyond the Basics
One area where reflection is especially important is in understanding the structure of the English language. English is not just phonemic—it’s morphophonemic, meaning that both sounds and meanings matter.
Dr Wolf’s POSSM framework—Phonology, Orthography, Semantics, Syntax, and Morphology—provides a comprehensive roadmap for instruction. But as she reminded me, it’s not enough to focus solely on phonics or decoding. “I want our children to know that words are meaningful and that words are part of their life.”
This insight challenges us to reflect on our own teaching. Are we helping students connect the dots between sounds, letters, and meanings? Are we teaching language as a living, meaningful system, or are we relying too heavily on isolated skills?
In my experience, when we integrate meaning early—starting with semantics—we engage students on a deeper level. By connecting words to their lives, we create a foundation that supports not only decoding but also comprehension and critical thinking.
Deep Reading: The Heart of Literacy
One of the most transformative parts of our conversation was about deep reading. Dr Wolf describes it as a process that goes far beyond basic comprehension. “Deep reading begins with background knowledge—what we know—and builds from there to inference, empathy, and critical analysis.”
Inference, in particular, is a skill that deserves more attention in both classroom and intervention settings. It’s the bridge between understanding and insight, and it plays a critical role in helping students navigate not just texts, but life itself.
As I shared with Dr Wolf, I’ve seen how the inability to infer meaning impacts students beyond the classroom. It affects their ability to interpret spoken language, social cues, and even their understanding of the world around them.
This realisation encourages us all to reflect our teaching and coaching practices. Are we providing enough opportunities for students to practice inference? Are we scaffolding this skill effectively, or are we assuming it will develop on its own?
Dr Wolf also emphasised the connection between deep reading and critical thinking. “Inference helps us evaluate the truth of what we’re reading, It’s the foundation for critical analysis and for understanding the intent behind the text.”
In a world filled with disinformation, this skill is more important than ever. It’s vital it is to integrate deep reading into our teaching—not as an afterthought, but as a central goal of literacy instruction.
Reflecting on Classroom and Intervention Practices
One of the biggest takeaways from my conversation with Dr Wolf is the need for constant reflection. Whether we’re teaching in a classroom or working in an intervention setting, we need to ask ourselves:
Are we addressing all components of the reading circuit?
Are we flexible and responsive to the unique needs of each learner?
Are we building deep reading skills, including inference and critical thinking?
Are we helping students see language as meaningful and connected to their lives?
Reflection isn’t always easy, especially in the fast-paced world of education. But it’s essential if we want to ensure that our practices are as effective and impactful as they can be.
Final Thoughts
Dr Wolf reminded me of the incredible opportunity we have as educators: “Teachers hold the opportunity in their hands to change or create the reading circuitry through quality teaching practices.”
As I reflect on her words, I’m reminded that literacy is so much more than a skill— it's a gateway to independence, critical thinking, and so much more. By embracing the science of reading and committing to thoughtful, reflective practice, we can empower every learner to reach their full potential.
Let’s take the time to reflect, refine, and reimagine what’s possible in literacy instruction. Our students—and their futures—deserve nothing less.
