NYSUT ELT: The Science of Reading — Frequently Asked Questions

The course covers the core components of evidence-based literacy instruction, including Scarborough's Reading Rope, the Simple View of Reading, phonological and phonemic awareness, systematic phonics, decoding and encoding strategies, fluency, vocabulary, language comprehension, and reading comprehension. The final module focuses on adapting instruction for diverse learners, including multilingual learners and students with disabilities.

The course is completely free for participants thanks to a grant from New York state as part of the governor’s Back to Basics initiative. (See more details on this grant below.)

The course is designed for educators at all levels, including classroom teachers, literacy coaches, special education teachers and administrators who want to support literacy instruction in their schools and districts.

The course consists of 10 modules — five synchronous (live on Zoom) and five asynchronous — totaling approximately 30 hours. All sessions are hosted virtually. Assessments include checks for understanding, discussions and practical assignments.

Yes. Qualifying participants earn 30 Continuing Teacher and Leader Education (CTLE) hours toward state teacher certification requirements. ELT is a New York State Education Department approved CTLE sponsor.

Participants come away with a strong understanding of the Science of Reading framework, practical strategies for supporting reading fluency, comprehension and word recognition, tools to integrate current research into everyday classroom practice, and confidence to align their instruction with NYSED guidelines.

Yes. The Science of Reading curriculum was developed in direct collaboration with the New York State Education Department. NYSED provided input, reviewed the materials, and made edits and additions throughout the development process. NYSUT ELT was required to get signoff from NYSED before releasing any final course materials. The course aligns with the department's own standards and guidelines and NYSUT continues to work in active collaboration with NYSED to incorporate feedback from educators, make course improvements and ensure the program continues to meet its stated objectives.

For decades, reading instruction has been shaped by shifting trends and debate — most notably between phonics-based and whole-language approaches. NYSUT advocates for evidence-based practices and the Science of Reading. However, many educators currently working in classrooms received little or no training in evidence-based literacy practices during their preparation programs. This course addresses that gap by giving educators access to what the research says works, so they can strengthen instruction for every student.

The research base supporting structured literacy practices is stronger and more current than ever. New York, like states across the country, is aligning with evidence-based literacy instruction. This is the right time for educators to build a shared foundation in the science, and NYSUT is making sure that foundation is accessible statewide.

Reading is a complex process to both teach and learn. This is a multi-year initiative. In the near term, educators who complete the course are already reporting that they're implementing practical strategies almost immediately, reflecting on their own practice and making shifts to better meet the needs of their students. Over time, the goal is for students across New York state to benefit from aligned, evidence-based instruction throughout their learning trajectory.

The response has been extraordinary. More than 98% of participants have rated the course a 4 or 5 out of 5. Educators report that the practical application strategies are something they can implement almost immediately in their classrooms, and that the course feels respectful of and meaningful to the profession.

No. This course does not teach or promote the discredited balanced literacy approach. NYSUT advocates for the Science of Reading and use of evidence-based best practices. This course is built around the core frameworks of the Science of Reading: Scarborough's Reading Rope, the Simple View of Reading, systematic phonics and explicit instruction. These are the pillars of structured literacy, which is the approach the course teaches, and the approach New York state is moving toward.

The course materials include a historical timeline that mentions balanced literacy and places as a past era in reading instruction (roughly the 2000s through 2020), with structured literacy representing the current, research-aligned direction.

TNo. The course does not teach "three-cueing," a discredited balanced literacy strategy that encourages students to guess words using context clues. What the course does present is a cognitive science model from Seidenberg and McClelland (1989) that explains how the brain processes spoken language. This is foundational Science of Reading research, not a balanced literacy instructional tool.

The course uses this model to show how reading adds a print-processing layer to the brain's existing language system. It is an essential bit of background information for understanding how decoding works and why systematic phonics instruction matters.

It's critical to be precise. The Science of Reading and dyslexia instruction are related but not interchangeable. The Science of Reading provides the research base for effective instruction for all students. Dyslexia instruction applies that science through specialized, individualized interventions for students with dyslexia. This course strengthens educators' understanding of the underlying science — which is a necessary foundation — but it does not claim to replace specialized dyslexia training. The course was not designed as a dyslexia intervention program.

No. The Science of Reading is not a trend or a single program. It is a decades-long, interdisciplinary body of research drawing from cognitive science, neuroscience, linguistics and education. What is happening in New York mirrors a nationwide movement toward research-aligned literacy practices because the evidence is strong and consistent. This is the opposite of a fad and represents forward motion grounded in science, not a pendulum swing.

Absolutely not. The Science of Reading explains how children learn to read — it is not a single script for teaching them. The course emphasizes explicit, systematic instruction while recognizing that students learn differently and need different supports and scaffolds. The strategies taught apply across curricula; they don't replace locally negotiated programs or professional judgment. This is about professional learning, not mandates. It equips educators with research-based knowledge they can apply within their existing curricula and local contexts, and it respects educator expertise and local control.

No. The course is intentionally designed as a 30-hour introductory program, not a certification or licensure pathway. That is a responsible, deliberate choice. Comprehensive Science of Reading credentials typically require 60 to 200+ hours plus supervised practice and are housed in higher education institutions. NYSUT's role is to open the door, not gatekeep access. This program gives educators a strong, research-based foundation, particularly in districts that have offered little or no prior training. It builds research literacy, professional confidence and motivation to pursue deeper training. It is a smart, scalable investment that builds capacity statewide and complements deeper training pathways.

That is not how state appropriations work. $10 million was included in the state budget, but does not come as a lump-sum check. NYSUT ELT — a not-for-profit organization — funds all program costs up front, including course research, design and implementation. The state then reimburses NYSUT on a quarterly basis, and only for documented costs associated with running the program. Because ELT is a not-for-profit, those reimbursements are based solely on actual program costs — there is no profit built in.

In fact, as of April 2026, NYSUT has not received a single cent in reimbursement from the state. NYSUT has funded the entirety of course development and has trained thousands of educators entirely out of its own resources.

Many educators across New York have had no prior exposure to Science of Reading research. This program ensures that thousands of educators can access high-quality, evidence-based professional learning without cost barriers. Educators who have completed the course report increased confidence, stronger instructional clarity, and better alignment between research and classroom practice. Teachers are using more explicit and systematic instruction, collaborating more effectively with colleagues and feeling re-energized in their work. That professional empowerment is what ultimately drives better outcomes for students.

This course was developed for educators, by educators. It was not developed by a for-profit company, an out-of-state vendor or a startup trying to make a quick buck. It was created by NYSUT ELT — educators who know what it's like to stand in front of students every day — in direct collaboration with NYSED. The content is rigorous and research-grounded, and the course design reflects how adults actually learn: through active participation, reflection, real-world application and space to connect new knowledge to existing classroom experience.