Abstract
The Science of Reading (SoR) has become central to literacy research and practice, yet many early childhood classrooms struggle to integrate its principles in developmentally appropriate ways. Recent advances in cognitive science, culturally relevant pedagogy, and digital literacy highlight the need for instructional approaches that bridge research and practice. This manuscript examines how the five core components of reading—phonemic awareness, phonics, vocabulary, comprehension, and fluency—can be meaningfully implemented in early childhood education through structured literacy practices that remain play-based and culturally sustaining. A qualitative, illustrative approach is used, drawing from classroom-based case examples, professional observations, and current research. These examples demonstrate how evidence-based literacy practices can be harmonized with developmentally appropriate and culturally responsive pedagogy.
Recommended Citation
Davis Gonzales, Delilah A. and Haynes, Ingrid Ph.D.
(2026)
"Bridging the Gap: Early Childhood Reading Instruction Grounded in the Science of Reading,"
Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 11:
Iss.
1, Article 7.
Available at:
https://digitalcommons.unomaha.edu/ctlle/vol11/iss1/7
Included in
Early Childhood Education Commons, Language and Literacy Education Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons