Melissa & Lori Love Literacy Ep. 212: Beyond the Science of Reading with Natalie Wexler Podcast Reflection

Melissa & Lori Love Literacy Ep. 212: Beyond the Science of Reading with Natalie Wexler – Podcast Reflection

By Alexa Grabowski

In Melissa & Lori Love Literacy Episode 212, Beyond the Science of Reading with Natalie Wexler, Wexler expands on key ideas from her latest book, Beyond the Science of Reading: Connecting Literacy Instruction to the Science of Learning. She argues that the reading crisis is, at its core, a learning crisis—one that requires integrating cognitive science principles into literacy instruction. She also emphasizes the need for literacy to be embedded across all subject areas through cross-disciplinary teaching and explicit writing instruction.

The Science of Reading is a research-based approach to reading instruction grounded in scientific findings. However, because writing is deeply connected to reading, literacy instruction should be viewed through the broader lens of the Science of Learning (cognitive science), rather than being limited to just the Science of Reading. Wexler points out that artificial barriers often separate reading and writing instruction when, in reality, they should be integrated. While cognitive science is beginning to influence education, it remains complex and is often absent from traditional teacher preparation programs, where little attention is given to how students actually learn.

As a fourth-year third-grade teacher and reading specialist, I’ve seen firsthand how challenging it is for elementary educators to plan effective literacy instruction—especially when it comes to writing. With the demands of teaching multiple subjects, limited prep time, and Professional Learning Communities (PLC) meetings that aren’t always focused on literacy innovation, teachers often resort to relying on scripted reading programs or outdated practices simply due to a lack of time and resources. There is a clear need for more guidance and support to efficiently and effectively address literacy gaps.

In my own experience, I have had little to no formal training in cognitive science. Even at the doctoral level, discussions about the Science of Learning have been minimal. As Wexler highlighted, understanding cognitive science principles can actually make teaching easier by providing insights into how students learn best. Not only can this improve the effectiveness of literacy instruction, but it can also enhance the quality of teaching across all subject areas. When we apply these principles, we are better equipped to meet students’ needs and foster deeper learning.