"Bridging the Gap Between Science and Poor Reading in America" by J. Richard Gentry (2018)

Sterling Literacy Consulting grounds all of our professional development and instructional tools in scientific reading research. We want to share this science with educators. To help educate administrators and teachers on the science of reading, we want to share an excellent article by J. Richard Gentry Ph.D. from Psychology today (2018), titled “Bridging the Gap Between Science and Poor Reading in America.”  Gentry defines how educators can develop readers by using the science of reading. Learning to read requires quality and scientifically-based instruction.

Gentry’s message helps educational administrators and instructional leaders have a better understanding of what really needs to happen in elementary classrooms (and beyond) to ensure that students can read with automaticity. Gentry explains that “With a few exceptions, all students should have the basic reading circuitry for proficient reading in place by the end of first grade—that is to say they should independently read easy chapter books with comprehension and fluency” (par. 4).  Many parents and educators presume that learning to read is similar to learning to speak. This is not correct. Speaking and reading are processed differently in the brain. Reading requires systematic instruction.

We encourage that all district administrators, principals, and literacy educators read Gentry’s article to better understand the missing gaps in current reading instruction that have been fostered by non-scientifically based reading practices.

If you are interested in learning more about the science of reading. Please reach out to Sterling Literacy Consulting. We believe that equity begins with ensuring that all students can read – and read with automaticity and fluency.

 Follow Sterling Literacy’s blog as we continue to share resources to support reading and literacy instruction.


Krista Morrison