Why the Science of Reading Feels Confusing — and Why Tier 1 Instruction Is the Place to Start
In recent years, the Science of Reading has become a central topic in literacy conversations. For many school leaders, this attention has been both helpful and overwhelming. On one hand, it has drawn attention to the importance of evidence-based reading instruction. On the other, it has introduced a flood of information, opinions, and expectations that can feel difficult to sort through.
Principals are often left asking reasonable questions:
What does the Science of Reading actually mean?
How does it connect to what teachers are already doing?
And how do we lead this work without adding another initiative or overwhelming our staff?
The confusion is understandable — and it is not a reflection of a lack of effort or commitment. It is a reflection of how complex literacy instruction has become in practice.
Why the Science of Reading Often Feels Unclear
Part of the challenge is that the Science of Reading is not a single program or approach. It is a body of research drawn from multiple disciplines that helps us understand how students learn to read. Translating that research into classroom instruction (and into school-wide systems) requires interpretation, prioritization, and leadership.
At the same time, many schools are navigating multiple literacy initiatives, curriculum expectations, and accountability pressures. Teachers may hear different messages about what matters most. Leaders may receive guidance that feels fragmented or disconnected from daily classroom realities. When everything is framed as important, it becomes difficult to know where to focus.
This is where clarity matters most.
Why Tier 1 Instruction Is the Right Place to Begin
When schools are working to strengthen reading outcomes, Tier 1 instruction is the most powerful place to start. It is where all students receive daily instruction, and it is where consistency, coherence, and instructional alignment matter most.
Strengthening Tier 1 instruction does not require starting over or adopting something new. More often, it requires stepping back and asking intentional questions:
What does strong reading instruction look like across classrooms?
How are instructional priorities communicated and supported?
Where are teachers being asked to do too much at once?
When leaders focus on Tier 1 clarity, they create conditions where teachers can work with greater confidence and purpose. Instruction becomes more consistent, support becomes more targeted, and decision-making becomes more grounded.
What Principals Actually Need
Most principals are not looking to become reading researchers. What they need is a clear understanding of:
What the Science of Reading is — and what it is not
How the research connects to core instruction
How to prioritize instructional practices without adding new initiatives
How to support teachers without increasing overwhelm
At its core, this work is about helping schools focus on what matters most. Teachers do not need more to do. They need clarity about what works, reassurance that their efforts are grounded in evidence, and leadership that helps simplify rather than complicate the work.
Moving Forward With Clarity
The Science of Reading offers important insights into how students learn to read. But those insights only become meaningful when they lead to clearer instructional priorities and stronger Tier 1 systems.
For school leaders, the work is not about having all the answers. It is about creating coherence, supporting intentional practice, and guiding schools toward sustainable, evidence-based instruction.
Clarity is possible — and Tier 1 instruction is the place to begin.