By Diana Phillips
In the beginning…
Back-to-school nerves affect both teachers and students. Every fall I think about educators starting something new: first-year teachers, those moving to a different grade or subject, and teachers trying fresh approaches. I remember my first day in the classroom—feeling underprepared, overwhelmed, and asking myself, “Am I ready for this?”
This year, many teachers will likely feel the same. Teacher shortages and disrupted learning mean that more educators may be teaching reading for the first time or working with students who entered the pandemic already behind in reading and now require significant intervention to reach grade level. Strengthening reading skills is essential: long-standing research shows that students who are not reading proficiently by third grade face negative consequences for their long-term education and career paths.
By establishing productive routines at the start of the year, teachers can set the stage for effective reading instruction. Below are practical, research-aligned strategies to help build confident, capable readers.
Understand the science of reading
State literacy standards outline what students should know, but they do not explain how students learn to read or which instructional approaches are most effective. The science of reading refers to the interdisciplinary, evidence-based research that explains how reading develops and which practices best support it.
Many teachers are unfamiliar with the science of reading beyond headline debates, because effective methods grounded in that research are still not consistently taught in teacher preparation programs. Yet a strong body of research supports its instructional recommendations. When teachers apply structured literacy principles—explicit, systematic teaching that covers key components of reading instruction—many more students make durable progress.
If you are teaching new or struggling readers, prioritize learning and practicing explicit, systematic instruction informed by the science of reading. Focus instruction on five core areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. These areas work together to give students the decoding skills, automatic word recognition, and language knowledge they need to understand text.
Structure your reading instruction
Intentional, regular reading instruction is crucial for learners who don’t acquire reading skills naturally. Research suggests that only a minority of students learn to read easily without targeted support, which means many students benefit from systematic, sequential, and explicit decoding instruction. Teachers who are avid readers may unintentionally assume reading skills develop automatically; for students who struggle, a rich classroom library alone won’t close gaps.
Plan reading time as a predictable, structured part of the daily schedule. Use routines that include focused small-group instruction, guided practice, and opportunities for repeated, supported reading. Structured lessons that scaffold decoding, blending, and word recognition help students develop accuracy and speed, freeing cognitive capacity for comprehension.
Start with a strong foundation, and build from there
Foundational reading skills are the building blocks of fluent reading. These include print concepts, phonological awareness, phonics and word recognition, and fluency. Teaching these skills at an appropriate level enables students to decode and recognize words automatically, which is essential for meaningful comprehension and reading enjoyment.
A common temptation is to push students ahead to grade-level texts before they have the underlying skills to access them. Instead, meet students at their current ability level and introduce new skills incrementally. When instruction aligns with a student’s current knowledge and builds upward in small, systematic steps, progress is faster and more sustainable. Look for professional development and resources that demonstrate how to sequence instruction and scaffold practice effectively.
Develop a supportive community
No teacher should go it alone—especially when learning new instructional routines like structured reading. Seek colleagues in your school who have experience with evidence-based reading practices, those who can point you to helpful resources, or simply those who provide practical classroom support. Informal networks—grade-level teams, literacy coaches, and mentors—can help you troubleshoot lessons, share materials, and sustain momentum.
Being part of a supportive community reduces burnout and builds confidence. If you are experiencing stress or fatigue, ask for help early; the right tools, encouragement, and collaboration can make a large difference. Over time, the assistance you receive will turn into experience you can share with others, creating a stronger professional culture around reading instruction.
Final thoughts
Teaching reading is both challenging and deeply rewarding. By grounding instruction in the science of reading, structuring lessons intentionally, focusing on foundational skills, and relying on a professional community, teachers can create classrooms where more students become skilled, confident readers. These practices benefit learners immediately and set them up for long-term success.
About the author
Diana Phillips is a Curriculum Associate for Read Naturally. With 20 years of classroom experience teaching students of all ages and ability levels, Diana is passionate about supporting teachers as they help students become stronger readers.
This article was originally published by The Learning Counsel, a research institute and news media organization focused on the shift toward digital curriculum in education.