It Isn’t Just SOR Anymore by Ruthie Swibel

The Science of Reading, or SOR as it is referred to, is so buzzy lately. It feels like there is a revolution of teachers, practitioners, and administrators ready to take down Balanced Literacy en masse, armed with the beauty and power of science and a vision of literacy for all. (Or maybe that is just the bias of my own social media bubble that gives me this impression?) Now is the perfect moment to heed the wise words of researcher Pamela Snow who suggested in 2020 that the Science of Reading be rebranded to the Science of Language and Reading, or SOLAR.

Lest we have another acronym get lost in the mix, let’s stop and examine why the added “L” is so important. Snow writes that “oral language competence underpins the transition to literacy “ (Snow, 2020). Reading and writing are language-based skills and are built on a foundation of oral language. Any cracks or weaknesses in that foundation will lead to challenges in learning to read and write. The importance of developing rich oral language from birth cannot be overemphasized. There is extensive research that demonstrates the type of oral language experiences children bring with them into formal school make a difference. Exposure to rich vocabulary, sophisticated language, extended conversations with adults - all of this matters and is shown to be directly related to literacy development. This does NOT mean that children pick up the skills they need to read through osmosis in a language-rich environment. Far from it! But it DOES mean that their brains are primed for learning to read and write if they come to school with high-quality language experiences.

As neuroscientist Mark Seidenberg writes in his book, Reading at the Speed of Sight: How We Read, Why So Many Can’t and What Can Be Done about It, “oral language and reading are codependents with serious boundary issues.” The more children know about language when they start reading instruction, the better. This knowledge positions children for success in their next task, which is to take everything they know about spoken language and connect it with a written code. The fascinating world of brain images (fMRIs) show us that, in skilled readers, the systems of spoken and written language are intertwined at a NEURAL LEVEL. For less-skilled readers, these systems are less integrated. Starting off with a strong spoken language system gives the brain a huge advantage as it embarks on the challenge of learning the written code and interweaving the systems of oral and written language. Children who have challenges with oral language development are at-risk for literacy challenges. So much so, that it is an important indicator to keep track of as a child progresses through formal education. Early screeners for reading difficulties assess oral language because it is so highly predictive of later reading difficulties. Focusing on developing oral language is an essential early foundation for all children. One that must be built, developed, and enhanced as children advance in school and learn the language of formal, academic text.