A Quick Start Guide to Science of Reading Aligned Textbooks for Literacy Instruction

Educator preparation programs (EPPs) across the country are shifting their literacy curricula to align with the research-based approaches of the “Science of Reading” (SoR).  With this change comes the challenge of selecting textbooks and other course materials that will ensure effective classroom practices. This brief aims to provide a quick starting point for identifying literacy textbooks and materials. The books listed in this brief were part of a discussion at The Reading League – Indiana Higher Education Collaboration during its September 2025 meeting. Colleagues from different disciplines shared their interests and preferences for books to teach reading, both at basic and more advanced levels. The Reading League has colleagues in the areas of literacy/reading education, curriculum and instruction, special education, speech and hearing sciences, human development and family science, early childhood education, and other specialties. We teach undergraduate and graduate courses. Our list is not by any means comprehensive, and we acknowledge that what works for one course or audience may not work for another. This list begins with comprehensive textbooks that focus on building the foundation for SoR-aligned literacy instruction. The list then provides more information on specific areas of literacy learning. Please note that the ratings from the National Council on Teaching Quality (NCTQ) (n.d.) are listed in parenthesis between the title and author(s) whenever possible. NCTQ has a 3-point rating scale. According to their scale, a 1 indicates that the book is unacceptable according to certain SoR standards that they have set. Two as a rating indicates that the book is acceptable according to these standards. A label of “exemplary” is given for books with a 3 on this scale. Please keep these in mind as you consider these books. Also, please note that some of these books have not been rated by NCTQ or, in certain circumstances, not all editions of the book have been rated. We have indicated the closest rated edition’s rating in these cases, and we have labeled unreviewed books as (not reviewed). The popularity ranking seems to be based on the number of identified courses that use a particular book out of the 1961 materials reviewed.

Comprehensive Textbooks

The comprehensive textbooks listed here are some of the most commonly used for teaching the foundations of SoR based literacy instruction among the model syllabi found on The Reading League Compass Educator Preparation Programs  (n.d.) page.  Among the seven EPPs that had their syllabi used as models in Compass, each used at least one of these textbooks in their program. The comprehensive textbooks listed below are among the top-rated exemplary materials as scored by the NCTQ. Online companion materials and resources are available for the four books below.

• Among the four comprehensive textbooks listed in this quick start guide, Teaching Reading Sourcebook, 3rd Edition (3) by Bill Honig, Linda Diamond, and Linda Gutlohn (2018) is ranked as number one in terms of popularity of use. It should be noted that the NCTQ recommends that this book should be supplemented with additional materials to cover instruction and remediation for children with reading difficulties.
• The next recommendation, Fundamentals of Literacy Instruction and Assessment Pre-K – 6, 2nd Edition (3) by Martha C. Hougen and Susan M. Smartt (2020) is the sixth most popular by use. 
• The third comprehensive textbook, ranked as the 14^th most popular, is Speech to Print: Language Essentials for Teachers, 3rd Edition (3) by Louisa Cook Moats (2020). Its companion workbook is Speech to Print Workbook: Language Exercises for Teachers, 3rd Edition (3) by Louisa Cook Moats and Bruce L Rosow.
• The final book on the comprehensive textbook list is Multisensory Teaching of Basic Language Skills, 4th Edition (3) by Judith R. Birsh and Suzanne Carreker (2019), and the accompanying workbook, Multisensory Teaching of Basic Language Skills Activity Book, 4th Edition (3) by Suzanne Carreker and Judith R. Birsh (2019), which came in at number 17 in use popularity. 

Supplementary materials for comprehensive literacy instruction

The next four books in this list are comprehensive but rather than focusing on the “how” of the instruction, they offer differing perspectives on the “why.” 

• The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads, (2) by Daniel T. Willingham (2017) provides an understanding of what occurs in the brain during reading and how that knowledge should be used to inform instruction.
• A pair of handbooks, the Handbook on The Science of Early Literacy, (2) edited by Sonia Q. Cabell, Susan B. Neuman, and Nicole Patton Terry (2024) and the Handbook on The Science of Literacy in Grades 3-8, (not reviewed) edited by Susan B. Neuman and Melanie R. Kuhn (2025), help provide a deeper understanding of research and evidence-based practice.
• Catherine McBride’s (2026) book Children’s Literacy Development: A Cross-Cultural Perspective on Learning to Read and Write, 3^rd edition (2nd edition rated 2) rounds out the students’ foundational knowledge as it provides a global perspective on learning to read. 

Textbooks on Specialized Areas of Literacy Instruction

The remaining books in this quick start guide focus on specialized areas of literacy instruction.

Early development – oral language

These two books relate to the first specialized area of literacy instruction, oral language development:

• PAVEd for Success: Building Vocabulary and Language Development in Young Learners, (not reviewed) by Claire E. Hamilton and Paula J. Schwanenflugel (2011) is based upon research designed to build vocabulary while teaching young children social studies and science concepts.
• Developing Vocabulary and Oral Language in Young Children, (2) by Rebecca D. Silverman and Anna M. Hartranft (2014), not only provides effective strategies for vocabulary development but also an understanding of the role of oral language development in word learning.

Word recognition

The next set of books focus on word recognition. They include one popular textbook and two practice-focused texts:

• Word Study for Phonics, Spelling, and Vocabulary Instruction, 7^th edition, (2) by Donald R. Bear, Marcia Invernizzi, Shane Templeton, and Francine R. Johnston (2024) is the second most used textbook by EPPs.
• Two other practice-oriented volumes are Developing Word Recognition, (2) by Latisha Hayes and Kevin Flanigan (2014) and Phonics from A to Z: A Practical Guide, 4^th edition, (not reviewed) by Wiley Blevins (2023)

Fluency and vocabulary

Two of the National Reading Panel’s (Eunice Kennedy Shriver National Institute of Child Health and Human Development, 2000) suggested areas of focus, fluency and vocabulary, are explored in the next two selections. Both provide instructional approaches designed to meet a range of classroom needs (e.g., instructional approaches for differentiation, creating engaging activities):

• Developing Fluent Readers: Teaching Fluency as a Foundational Skill, (2) by Melanie Kuhn and Lorell Levy (2015)
• Vocabulary Instruction: Research to Practice, 2nd Edition, (2) edited by Edward J. Kame’enui and James F. Baumann (2012)

Comprehension

The three recommended books below focus on supporting comprehension:

• Teaching Reading Comprehension to Students with Learning Difficulties, 3rd Edition, (2) by Sharon Vaughn, Alison Boardman, and Janette K. Klinger (2024) is useful for teaching comprehension of text and how to support students who struggle.
• Executive Skills and Reading Comprehension: A Guide for Educators, 2nd Edition, (not reviewed) by Kelly B. Cartwright (2023), focuses on neuroscientific knowledge and instructional strategies.
• Maximizing Effectiveness of Reading Comprehension Instruction in Diverse Classrooms, (not reviewed) by Sheri Berkeley and Ana Taboada Barber (2015) combines research-based knowledge with practical instruction techniques for students in middle and high school, a less well-studied group.

Writing

Writing instruction is often overlooked in classrooms. The books suggested here all provide effective instructional approaches for students across a range of grades:

• Teaching Beginning Writers, (not reviewed) by David L. Coker Jr. and Kristen D. Ritchey (2015)
• Developing Strategic Writers through Genre Instruction: Resources for Grades 3-5, (not reviewed) by Zoi A Philippakos, Charles A. MacArthur, and David L. Coker Jr. (2015)
• Powerful Writing Strategies for All Students, (not reviewed) by Karen R. Harris, Steve Graham, Linda H. Mason, and Barbara Friedlander (2008)

Differentiated instruction

Given the importance of differentiation in Tier 1 and as the basis of the other Tiers, the following books provide guidance for classroom teachers and interventionists:

• How to Plan Differentiated Reading Instruction: Resources for Grades K-3, 2nd Edition, (3) by Sharon Walpole and Michael C. McKenna (2017), is for the primary grades and ranked 49^th in popularity of usage.
• Differentiated Literacy Instruction in Grades 4 and 5: Strategies and Resources, 2nd Edition, (2) by Sharon Walpole, Michael C. McKenna, Zoi A. Philippakos, and John Z. Strong (2019) and Differentiated Literacy Instruction in Grades 6-8: Strategies and Resources, (not reviewed) by Sharon Walpole, Sara E. Merkle, and Aleta Thompson (2026), provide support for educators in the upper primary and middle schools.

Intervention

Several books, listed below, look at intervention broadly:

• Early Literacy Instruction and Intervention: The Interactive Strategies Approach, 3rd Edition, (2) by Donna M. Scanlon, Kimberly L. Anderson, Erica M. Barnes, and Joan M. Sweeney (2024)
• Structured Literacy Interventions: Teaching Students with Reading Difficulties, Grades K-6, (3) by Louise Spear-Swerling (2022), which is ranked 43^rd by use
• Intensive Reading Interventions for the Elementary Grades, (3) by Jeanne Wanzek, Stephanie Al Otaiba, and Kristen L. McMaster (2019)

Assessment

Finally, assessment is critical to ensuring students have understood what is being taught as well as to identify what students already know and still need to learn. The following selections provide an overview of textbooks designed for a range of student needs:

• Next STEPS in Literacy Instruction: Connecting Assessments to Effective Interventions, (3) by Susan M. Smartt and Deborah R. Glaser (2024) is an assessment and intervention planning guide for teachers that aligns components of today’s most widely used reading assessments, such as DIBELS 8 and Acadience, with Tier 1, 2, and 3 interventions, strategies, and activities designed to support struggling readers. This textbook currently has a popularity rating of 47.
• Assessment for Reading Instruction, 5th Edition, (not reviewed) by Katherine A. Doughtery Stahl, Kevin Flanigan, and Sarah M. Lupo (2025) is another assessment-focused text.
• Assessing Language and Literacy with Bilingual Students: Practices to Support English Learners, (2) by Lori Helman, Anne C. Ittner, and Kristen L. McMaster (2019),  is designed for teachers who are working with a bilingual population.

Conclusion

Overall, these books are good starting points for thinking about how best to teach college and university students about the various elements of literacy development and how children can best learn to be skilled readers. We have tried to cover many of the areas that are important to consider when teaching in the K-12 classroom, but we recognize that this list is limited by our own experiences and that there are areas such as motivation that we have not begun to address.

References

Eunice Kennedy Shrive National Institute of Child Health and Human Development, NIH, DHHS (NICHHD; 2000). Report of the National Reading Panel: Teaching children to read: Reports of the subgroups (00-4754). Washington, DC: U.S. Government Printing Office.

National Council on Teacher Quality. (n.d.). Reviews of Reading Instructional Materials Used by Teacher Preparation Programs. Retrieved October 8, 2025, from https://teacherquality.nctq.org/review/readingTextbooks

The Reading League. (n.d.). Educator Preparation Programs. Retrieved October 8, 2025, from https://www.thereadingleague.org/compass/educator-preparation-programs/