What does the science of reading say?
As parents and educators, we spend a lot of time thinking about what we should teach. We research phonics programs, practice letter sounds, read decodable books, and celebrate each milestone along the way.
But recent research suggests we should also pay close attention to something else:
The way we respond to children while they’re learning to read.
According to researchers at the Norwegian Reading Centre, the type of feedback children receive doesn’t just affect their reading skills—it shapes how they see themselves as readers.
That is a powerful thought.
Feedback Is More Than Correction
When a child misreads a word, our instinct is often to jump in with the correct answer.
Or maybe we offer a quick, “Good job!” when they finish reading.
While both responses come from a place of encouragement, neither helps children understand why they were successful or how they can use that strategy again.
The research points to something called agentic feedback.
Agentic feedback encourages children to become active participants in their own learning. Instead of simply telling them whether they were right or wrong, we help them reflect on the thinking and strategies they used.
Instead of saying:
“That’s right!”
We might say:
“I noticed you looked at each sound and blended them together. That strategy helped you figure out the word.”
Or if they self-correct:
“You fixed that all by yourself. What helped you realize it didn’t sound right?”
These conversations teach children that they are the problem solvers.
Building Readers, Not Dependence
One of the biggest goals of structured literacy and the Science of Reading is to help children become independent readers.
That independence doesn’t come from adults supplying the answers.
It comes from children learning to trust the phonics knowledge and decoding strategies they already have.
Every time we ask a child to explain how they figured out a word, we’re strengthening more than decoding.
We’re strengthening confidence.
We’re strengthening metacognition.
We’re strengthening their belief that they are capable readers.
Why This Matters for Struggling Readers
The researchers found that children who struggle with reading often receive more corrective feedback than their peers.
Over time, this can unintentionally send the message that reading is something adults do for them instead of something they can do themselves.
Imagine the difference between hearing:
“No, that’s not right.”
and
“Let’s think about what you already know. Which phonics pattern could help here?”
One response ends the thinking.
The other invites it.
Three Small Changes You Can Make Today
The next time you’re reading with your child, try these simple shifts:
1. Praise the strategy, not just the outcome.
Instead of:
“Good job!”
Try:
“You stretched out each sound before blending. That helped you read the word.”
2. Ask reflective questions.
Instead of immediately correcting, ask:
“What phonics pattern do you notice?”
“How did you figure that out?”
“What part of the word helped you?”
- “What part of the word helped you?”
- “What phonics pattern do you notice?”
These questions encourage children to think about their own learning.
3. Celebrate self-corrections.
Self-correction is one of the strongest signs that a child is becoming an independent reader.
Rather than focusing on the mistake, celebrate the process:
“You caught that yourself! What helped you notice?”
The Bigger Picture
The Science of Reading isn’t just about explicit phonics instruction.
It’s also about helping children become confident, strategic readers who know how to apply what they’ve learned.
Every interaction during reading sends a message.
The question is:
Are our words creating dependence on us… or confidence in themselves?
Because in the end, we’re not just teaching children how to read.
We’re teaching them what kind of reader they believe they are.
References
Grønli, K. M. (2026). Systematic Reading Assessment and Motivating Feedback Through the Read to Me Checklist. The Reading Teacher.
Grønli, K. M., Walgermo, B. R., McTigue, E. M., & Uppstad, P. H. (2025). Feedback Practices on Young Students’ Oral Reading: A Systematic Review. Review of Educational Research.
Deanna Westedt 