Abstract
A central feature of many Science of Reading (SoR)-aligned curricula is the use of nonsense words in early literacy assessment to measure a student's ability to decode unfamiliar words using knowledge of letter-sound correspondences. However, the research base for using nonsense words as an instructional tool is much weaker and more contested. Through two narratives, we illustrate how the implementation of SoR instruction with nonsense words can be particularly problematic. We argue that effective literacy instruction demands what we call pedagogical clarity, the ability to integrate pedagogical practices with deep understanding of individual learners, their cultural and linguistic resources, and their developmental trajectories.
Author Biography
Lisa Dewing-Birno
Lisa Dewing-Birno is an experienced educator, having taught grades 1-6 and served as a reading specialist and instructional coach. She currently directs K-12 curriculum and professional learning for a suburban school district serving approximately 9,000 students while pursuing her PhD in Literacy Education. Her research focuses on how district leaders translate state reading mandates into classroom practice.
Luis Lopez
Luis Lopez is an experienced English language teacher with teaching experience in international and Minnesota K–12 contexts. He is currently pursuing a PhD in Multilingual Education at the University of Minnesota, where he also serves as a field experience coordinator and researcher for the Minnesota Grow Your Own Teachers (MNGOT) Program.
Recommended Citation
Dewing-Birno, L.,
&
Lopez, L.
(2026).
When Science of Reading policy meets classroom reality: The nonsense word problem.
Occasional Paper Series,
(55), 47-56.
DOI: https://doi.org/10.58295/2375-3668.1574
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Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Language and Literacy Education Commons