The Science of Reading: How It Shaped My Work as a Dyslexia Interventionist

During the summer of 2024, I enrolled in a $50 micro-credential course through SUNY New Paltz, and that’s when I truly entered the world of the Science of Reading. I had heard the term circulating in education spaces, but I didn’t fully understand what it meant. After all, I had already taken graduate-level courses on teaching reading. We just didn’t call it that.

What surprised me most was how quickly I completed the course. In less than a month, I worked through every module, something I wouldn’t have thought possible as someone who is dyslexic. Day after day, I sat at my dining room table, carefully working through the material and taking notes in a spiral notebook I still keep today.

What Is the Science of Reading?

The Science of Reading is a body of evidence-based research that explains how the brain learns to read. It emphasizes explicit, systematic instruction in foundational literacy skills, especially for struggling readers and students with dyslexia.

Throughout the course, I revisited familiar concepts such as:

-Phonological awareness and phonemic awareness

-Morphemes and word structure

-Onset-rime

-The six syllable types (including r-controlled vowels and vowel teams)

While none of these ideas were brand new to me, the difference was depth, clarity, and focus. Instead of juggling multiple courses, I had the space to fully absorb the material.

Why Repetition Matters, Especially for Dyslexic Learners

One key takeaway reaffirmed something I know both professionally and personally: dyslexic learners need repetition. Repeated, explicit instruction is not a weakness,it’s a support. Having these concepts presented again, in a structured and intentional way, made a huge difference. For the first time, everything truly clicked.

This experience helped me understand the why behind effective reading instruction, not just the what. The Science of Reading doesn’t rely on guessing or memorization strategies; it is grounded in how the brain actually processes written language.

From Classroom Teacher to Dyslexia Interventionist

At the time, I was actively searching for a new career path within education. I considered becoming a literacy specialist, but that would have required returning to graduate school for a second master’s degree. Instead, I continued researching after completing the course and discovered a path that aligned perfectly with my passion and experience: becoming a dyslexia interventionist.

Today, I use Science of Reading–aligned practices in my daily work. I apply structured literacy principles, explicit phonics instruction, and multi-sensory strategies to support students with reading difficulties. Most importantly, I truly understand these concepts now, and I’m committed to continuing my professional learning.

The Science of Reading didn’t just change how I teach reading. It changed how I see myself as an educator and as a lifelong learner.