Changes to NBPTS Standards: A Focus on the Science of Reading

The National Board for Professional Teaching Standards (NBPTS) has set the standard of what accomplished teaching looks like here in the United States. As education has evolved, so has the focus on a very hot topic in early education. As of September 2024 The NBPTS has updated their standards in literacy to better align with the research and best practices of accomplished teaching. September marks the official shift to early education standards aligning to the Science of Reading. This reflects an evolving understanding of how children learn to read and the need for educators to be well-informed in evidence-based approaches to literacy instruction.

The Science of Reading (SoR) is research-based findings that examines how individuals learn to read and the best ways to teach reading. It incorporates neuroscience, psychology, linguistics, and education, offering a comprehensive understanding of cognition required for literacy.  It promotes explicit, systematic instruction in phonics, phonological awareness, vocabulary, fluency, and comprehension, as opposed to less structured or purely "whole language" methods that were common in previous decades.

For years, literacy instruction in many American schools followed balanced literacy or whole language approaches. These methods, studies have found, often left gaps in foundational reading skills for students, particularly those from disadvantaged backgrounds. The rise in literacy rates, especially in early education, did not match expectations repvious research set forth. This prompted educational researchers to delve deeper into more effective reading strategies and teachings.

The results of this research led to the Science of Reading movement, which has reshaped many state-level educational policies and teacher preparation programs. Following suit with these states and programs, NBPTS has incorporated these researched-based findings into its standards to ensure that board-certified teachers are equipped with the knowledge and skills to deliver high-quality reading instruction based on evidence, not trends.

The recent revisions to the NBPTS standards signal a clear alignment with the Science of Reading. Here are some of the key areas of change:

• Phonemic Awareness and Phonics Instruction: The new standards emphasize the importance of phonemic awareness (the ability to hear, identify, and manipulate individual sounds in words) and phonics (the relationship between sounds and their corresponding letters). Teachers are expected to provide systematic, explicit instruction in these areas, ensuring that students can decode correctly and smoothly.
• Structured Literacy: Structured literacy, a key component of the Science of Reading, is now a foundation of NBPTS literacy instruction. This approach includes direct, cumulative, and sequential teaching of reading skills. Teachers are required to build a strong foundation in the skills necessary for word recognition before moving on to more complex comprehension tasks.
• Data-Driven Instruction: Teachers are encouraged to use assessments to inform their instruction, ensuring that they can identify students who are struggling and provide targeted interventions. The updated standards place a strong emphasis on progress monitoring, using formative assessments to adjust instructional strategies to meet the needs of individual learners. This puts teachers on a level of being a diagnostic and reflective practitioner with differentiation and individual student needs as a core foundation.
• Reading Comprehension Strategies: While phonics and phonemic awareness are vital, comprehension remains the ultimate goal of reading. The NBPTS standards highlight the importance of teaching students specific strategies to improve understanding, such as summarizing, questioning, and making inferences. The standards also call for a focus on building background knowledge and vocabulary, which are critical for reading comprehension.
• Professional Development and Continuous Learning: Teachers pursuing NBPTS certification are encouraged to stay current with the latest research in literacy and reading instruction. The standards underscore the importance of ongoing professional development, particularly in the areas of brain-based learning and cognitive science, to stay abreast of advancements in reading research. Professional development and research with highly aid teachers, especially in states where Science of Reading has not been a focus.

For teachers, the shift in NBPTS standards means that they need to have a deeper understanding of the cognitive processes that underlie reading. Educators will need to be proficient in both diagnosing reading difficulties and implementing effective interventions. The new standards also emphasize a commitment to reflective practice, encouraging teachers to evaluate and adapt their teaching methods continuously to meet the diverse needs of their students.

 Board-certified teachers will be expected to take a proactive role in improving literacy outcomes, using evidence-based practices and data to ensure that all students become proficient readers. This also places a responsibility on schools and districts to provide the necessary resources, including professional development opportunities, for teachers to stay informed and apply the most up-to-date literacy practices in their classrooms.

The NBPTS’s shift toward the Science of Reading is a significant step in ensuring that literacy instruction across the U.S. aligns with the best available research. This change has the potential to dramatically improve reading outcomes for millions of students, particularly those who struggle with learning to read. By equipping teachers with a stronger understanding of how reading works from a scientific perspective, students will benefit from more targeted, effective instruction that addresses their specific needs.

Additionally, the new standards could help close the achievement gap in reading. Historically, students from low-income or marginalized communities have faced significant barriers to literacy, often due to ineffective instructional methods. This has since been exponentially amplified since the pandemic. By promoting evidence-based approaches, the NBPTS is helping to level the playing field, ensuring that all students—regardless of their background—have access to the highest quality literacy educatio

The recent changes to the NBPTS standards, focusing on the Science of Reading, mark an exciting new chapter in literacy education. These updates reflect a growing consensus that reading instruction must be rooted in evidence-based practices to ensure that all students, regardless of their background, have the opportunity to become proficient readers. For teachers, this shift means an increased focus on explicit phonics instruction, structured literacy, and data-driven teaching. By embracing the Science of Reading, the NBPTS is helping to pave the way for a future where every child can experience the lifelong benefits of strong literacy skills.