Integrating Science of Reading Principles into Mathematics Instruction in Early Education

As states increasingly emphasize evidence-based instruction in both literacy and mathematics, educator preparation programs have an opportunity to help future teachers understand how these domains support one another. Language and literacy are foundational to mathematical thinking, communication, and problem solving. Integrating science of reading (SOR) principles into mathematics instruction can strengthen children’s learning across domains while helping educators maximize instructional time.

This brief reviews research connecting language and mathematics learning and highlights practical strategies for incorporating SOR-aligned practices into early childhood mathematics instruction and teacher preparation.

Why Incorporate SOR Into Math Instruction?

Language and literacy are already embedded within many evidence-based mathematics practices. The joint position statement from the National Association for the Education of Young Children (NAEYC) and the National Council of Teachers of Mathematics (NCTM) (2002) emphasizes that communication, reasoning, and mathematical language are central components of effective early mathematics instruction. Similarly, the What Works Clearinghouse practice guide, Teaching Math to Young Children highlights the importance of helping children describe their world mathematically through conversations, open-ended questioning, and explicit mathematical vocabulary instruction.

These recommendations closely align with several core principles emphasized within the SOR framework, particularly:

• explicit vocabulary instruction
• oral language development
• language comprehension
• structured opportunities for discussion and meaning-making

Research increasingly demonstrates that children’s mathematical learning depends not only on numerical knowledge, but also on their ability to understand and use language (Espinas & Fuchs, 2022; Peng et al., 2020). Mathematical vocabulary helps children communicate ideas, make connections across concepts, and explain their reasoning. Oral language interactions support problem solving and mathematical discourse, while comprehension skills are essential for interpreting mathematical explanations and word problems.

The connections between literacy and mathematics become especially visible during word-problem solving. Children must decode written text, understand syntactic structures, identify relevant information, and connect language to mathematical operations. Difficulties with decoding or language comprehension can therefore interfere with children’s ability to demonstrate mathematical understanding. These skills become increasingly critical as children progress to more complex mathematics content in school, so creating a strong early foundation in integrating math and literacy is a worthwhile investment for future student success.

Because instructional time in early childhood settings is limited, integrated approaches that simultaneously support literacy and mathematics may be particularly valuable. Embedding mathematics into literacy activities also helps children recognize math as a meaningful part of everyday learning and communication.

Using Literacy Practices to Support Mathematics Learning

Many instructional practices commonly associated with literacy instruction can also strengthen children’s mathematical learning.

Dialogic reading and mathematical language

Dialogic reading is one example of an evidence-based literacy practice that can support mathematics learning. During interactive read-alouds, educators use open-ended questions, prompts, and guided discussion to encourage children’s active participation in the reading experience. These conversations can be leveraged to develop mathematical vocabulary, reasoning, and communication skills.

For example, teachers can intentionally select picture books that incorporate mathematical concepts such as counting, measurement, patterns, shapes, or comparison. During reading, educators might ask children to:

• describe quantities or relationships
• predict outcomes
• compare objects
• explain patterns
• justify mathematical thinking

Research suggests that pairing picture books with guided discussion can effectively support early mathematics development (Purpura et al., 2017).

Mathematical communication through writing and discussion

Writing and discussion activities also create opportunities to integrate literacy and mathematics instruction. Encouraging children to explain their mathematical thinking verbally or in writing supports both conceptual understanding and communication skills.

Educators can incorporate:

• math journals
• drawing and labeling activities
• collaborative discussions
• explanation prompts
• storytelling connected to mathematical situations

These activities help children organize their thinking, use mathematical vocabulary, and communicate reasoning clearly.

Supporting mathematical identity through texts

Both narrative and informational texts can help children develop positive mathematical identities, or the idea that they are capable of doing math. Picture books featuring characters solving problems with mathematics may help children view math as accessible and meaningful. Informational texts highlighting adults who use mathematics in everyday careers can also broaden children’s understanding of who engages with mathematics and why it matters.

Implications for Educator Preparation Programs

Educator preparation programs can play an important role in helping future teachers recognize the interconnected nature of literacy and mathematics learning. Integrating SOR principles into mathematics methods coursework may better prepare educators to implement efficient, evidence-based instructional practices across domains.

Programs can support preservice teachers by encouraging them to:

• use explicit mathematical vocabulary instruction
• incorporate structured discussion during mathematics activities
• utilize dialogic reading to support mathematical language
• select high-quality children’s literature connected to mathematics concepts
• embed writing opportunities within mathematics instruction
• teach children to explain and justify mathematical reasoning
• integrate mathematics throughout daily classroom routines and activities

Teacher preparation programs can also help future educators examine how decoding, vocabulary, and language comprehension influence children’s mathematical learning and achievement, particularly during word-problem solving and other language-intensive tasks.

Conclusion

Research increasingly demonstrates that language and literacy are deeply connected to mathematics learning. Alongside literacy development, practices aligned with SOR, including explicit vocabulary instruction, oral language interactions, and structured comprehension support, can strengthen children’s mathematical thinking.

Educator preparation programs play a critical role in helping future teachers recognize these connections and implement integrated instructional approaches. By intentionally embedding literacy-rich practices within math methods coursework, teacher preparation programs can deepen preservice teachers’ understanding of both domains as well as the interconnected nature of children’s learning.

References

Espinas, D. R., & Fuchs, L. S. (2022). The effects of language instruction of math development. Child Development Perspectives, 16(2), 69–75.

National Association for the Education of Young Children & National Council of Teachers of Mathematics. (2002). Early childhood mathematics: Promoting good beginnings.

Peng, P., Lin, X., Unal, Z. E., Lee, K., Namkung, J., Chow, J., & Sales, A. (2020). Examining the mutual relations between language and mathematics: A meta-analysis. Psychological Bulletin, 146(7), 595–634.

Purpura, D. J., Napoli, A. R., Wehrspann, E. A., & Gold, Z. S. (2017). Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness, 10(1), 116–137.

What Works Clearinghouse. (2013). Teaching math to young children: Practice guide. U.S. Department of Education, Institute of Education Sciences.