By Lesley Davidson
Over the last few years, schools have seen a renewed emphasis on evidence-based literacy instruction. The Science of Reading1 has brought clarity to the essential skills that help students become proficient readers: phonological awareness, phonics, orthographic knowledge, and morphological understanding. These structured approaches ensure that every child—especially those who are striving to read—can crack the code of written language and gain equitable access to literacy.
But while the pendulum has swung toward systematic instruction, we must be careful not to lose sight of another equally important truth: children learn to read not only to decode words, but to enter worlds, build identities, and cultivate a lifelong love of reading. The two do not stand in opposition. In fact, they strengthen each other.
Why the Science of Reading Matters
Research is clear: explicit, systematic instruction in phonemic awareness, phonics, and morphology builds accurate and automatic word recognition. Without this foundation, many students struggle to fully engage with texts because decoding remains an obstacle rather than a gateway. Structured literacy is also a matter of equity. It gives every student access to the tools of literacy, ensuring reading success is not left to chance or dependent on home background. A strong foundation in word recognition allows students to move beyond the mechanics of reading into fluency, meaning-making, and joy. This foundation is non-negotiable.
Why the Love of Reading Matters
Yet, if we stop at decoding, we risk producing children who can read but choose not to. The love of reading develops when students experience the joy of stories, the power of information, and the deep connections between books and their own lives. A love of reading is not accidental—it is cultivated through engagement, equity, and the intentional actions of educators and school library professionals. Every child deserves access to books that make them want to turn the page, explore new ideas, and better understand the diversity of our world.
As Rudine Sims Bishop reminds us, books serve as windows, mirrors, and sliding glass doors—reflecting students’ identities while offering glimpses into the experiences of others. Yet many decodable texts currently available to educators fall short of this vision, offering limited cultural relevance or meaningful connection for students.
A genuine reading culture takes root when students are given choice. Research shows that when learners select books based on their own interests, motivation and engagement increase dramatically (Ivey & Broaddus, 2001; Reis et al., 2007). Conversely, when reading is confined to prescribed levels or mandatory texts, enthusiasm quickly diminishes. A love of reading grows when students have choice—and wanes when that choice is taken away.
For students to truly develop a love of reading, they need the freedom to explore books that both challenge their thinking and bring them comfort or joy. Teachers guide this journey—helping readers notice when a book isn’t the right match, while teaching strategies that deepen comprehension, build stamina, and grow confidence.
The Power of Educators
Educators are the bridge between science and the love of reading. Their daily choices—what books they share, how they model curiosity, and how they respond to readers—shape how students view reading itself. Daily book talks, read-alouds, and informal conversations about what teachers are reading help students discover new genres and authors while seeing authentic enthusiasm modeled. When students watch their teachers read with passion and purpose, they learn that reading is not just an academic skill—it’s a human one.
Ultimately, fostering a love of reading is an act of equity and empowerment. When we ensure that every child has access to books that honor their cultures, languages, and lived experiences, we send a powerful message: your stories matter, and reading can change your world.
Finding the Balance
Rather than allowing the pendulum to swing from one extreme to the other, educators can intentionally blend the science and the love of reading to create skilled, joyful readers.
- Teach the Code, Then Explore the Meaning. Pair early lessons in phonics or morphology with rich, meaningful, and culturally relevant texts. Students can practice decoding while also discussing characters, themes, and big ideas.
- Make Room for Choice. Structured literacy should not eliminate agency. Independent reading, book clubs, and diverse school and classroom libraries fuel intrinsic motivation.
- Connect Skills to Purpose. When teaching prefixes, suffixes, or phoneme patterns, show how these tools unlock academic vocabulary in science, social studies, and literature. Skills become empowering, not isolating.
- Celebrate Reading as Community. Read-alouds, teacher-led book talks, and book clubs remind students that reading is both social and joyful.
- Value Depth Over Volume. Encourage students to linger in texts, make connections, and revisit meaningful passages. Deep reading fosters comprehension, empathy, and reflection.
The Way Forward
The distinction between the science of reading and the love of reading is a false divide. We do not have to choose. Structured literacy provides access, while joyful reading gives that access meaning and purpose. As educators, our task is to weave the two together—to ground students in the science that helps them become skilled readers, while nurturing the wonder that makes them want to read. When we strike this balance, we don’t just create proficient readers—we create lifelong readers.
- According to The Reading League, “The science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing.” (Para. 1, n.d.) ( ↩︎
References
Ivey, G., & Broaddus, K. (2001). “Just plain reading”: A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly 36(4), 350-377. https://doi.org/10.1598/RRQ.36.4.2
Reis, S. M., McCoach, D. B., Coyne, M. Schreiber, F. J., Eckert, R. D., & Gubbins, E. J. (2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: An evidence-based study. Elementary School Journal, 108(1), 3–24. https://doi.org/10.1086/522383
The Reading League. (n.d.). What is the Science of Reading? The Reading League. https://www.thereadingleague.org/what-is-the-science-of-reading/
Lesley Davidson is a Grade 6 teacher at the Toronto District School Board. As an educator for the past thirty years she has worked as a Hybrid Teacher Digital Lead Learner, K-12 Learning Coach, Instructional Leader of English/Literacy, Literacy Coach and in a variety of diverse educational settings to improve student achievement, and create and sustain vibrant learning communities. Lesley has also presented at TDSB Camp, Toronto Google Summit, Niagara Google Summit, Reading For The Love of It Conference and International Literacy Association Conference Boston, Massachusetts and in Austin Texas. Lesley was awarded the Annual Reading Award for Leadership in the field of Literacy in 2023 by the East York-Scarborough Reading Association. Lesley also wrote and teaches the online Reading Additional Qualification courses at York University – Reading Part 1, 2 and 3 and Reading Part 1 Adolescent Focus Grades 7-10.