Twenty early childhood and lower school educators are deepening their expertise in the science of reading through LETRS, bringing the latest research directly into Wellington classrooms.
What to Expect in This Blog
- A clear explanation of what the science of reading is and why it matters for young learners
- How Wellington teachers are strengthening reading instruction through LETRS training
- How Wellington supports confident, capable readers from the very start
- Trusted literacy resources for families who want to support reading at home
In mid-August, before students returned, 20 early childhood and lower school educators gathered for something big: the first session of LETRS training, Lexia’s Language Essentials for Teachers of Reading and Spelling.
In lieu of the typical back-to-school preparation, teachers were digging into questions like: How does the brain learn to read? What does research say about the best way to teach it? And how can we make sure every Wellington student benefits, starting in the earliest years of school?
This kind of professional learning reflects a core Wellington value — that the best place to teach and learn is built on curiosity, collaboration, and a willingness to evolve as new research emerges.
What We Mean When We Say “Science of Reading”
The science of reading is not a single program or a trend. It is a large body of research from cognitive science, psychology, linguistics, and education that helps us understand how children learn to read and which instructional practices support them best.
The research is clear: students benefit from explicit, systematic instruction in foundational skills like phonological awareness and phonics, paired with rich experiences that build vocabulary, background knowledge, and comprehension. These elements work together much like the strands of Scarborough’s Reading Rope — a helpful model Lexia explains in more detail here.
Put simply, reading is both a skill and a meaning-making process. Strong instruction supports both.
What LETRS Adds for Our Teachers
Developed by Dr. Louisa Moats and other leading literacy experts, LETRS is one of the most respected professional learning programs available for early literacy. It gives teachers a deep understanding of:
- how spoken and written language work,
- how children typically develop reading and spelling skills, and
- how to support students when reading feels challenging.
It is not a curriculum to follow. It is knowledge teachers use to make thoughtful, responsive instructional decisions, the kind that helps all learners build confidence and skills.
Our cohort participates in online coursework, meets with an in-person facilitator, and has time set aside to talk together about what they are noticing in their classrooms. This shared learning is already shaping instruction across the division.
What This Looks Like in Wellington Classrooms
Teachers are:
- using more precise language when teaching sounds and spelling patterns,
- planning phonics instruction with clearer sequencing and practice, and
- connecting word study to vocabulary and content learning in meaningful ways.
These shifts are purposeful and rooted in what research tells us helps young readers grow.
And importantly, our teachers are learning together. A shared understanding of reading development strengthens collaboration and creates a more consistent experience for students from early childhood through grade 4.
An Investment That Reaches Every Child
This work is possible because of generous philanthropic support from Peg and Alan Scantland GP ’30 ’30 ’32 ’34 ’35 ’37. The investment allows Wellington to stay aligned with the most current research and to give teachers the time and resources they need to deepen their practice.
For families, the takeaway is simple: the educators helping your child learn to read are engaged in deep, thoughtful professional learning themselves. They are asking good questions, sharpening their craft, and working collectively to ensure that every young reader at Wellington gets off to a strong, joyful start.
RESOURCES FOR PARENTS