The Power of a Strong Reading Program: Why All Teachers May Not Need To Be Experts in Cognitive Science

For years, a strategy of training all teachers to be experts in cognitive science has been pursued to improve reading scores. In this time, little movement has been achieved in national reading scores. Emily Hanford’s Sold a Story podcast questions this notion, highlighting an important reality: while understanding reading science is valuable, teachers don’t necessarily need to be cognitive experts to teach reading successfully. Instead, they need a strong, research-backed program that they can implement with fidelity—and be held accountable for using it effectively.

The Problem with Expecting Every Teacher to Be a Reading Scientist

Teaching is an incredibly demanding profession. Educators are expected to manage classrooms, provide social-emotional support, and teach multiple subjects, all while adapting to diverse student needs. Requiring every teacher to develop a deep expertise in reading science places an unnecessary burden on them and distracts from what actually helps students—structured, evidence-based instruction. The reality is that when teachers are given a clear, effective program with explicit steps to follow, they don’t need to be cognitive science experts; they just need to deliver the instruction as designed.

The Power of a Well-Designed Program

Hanford’s Sold a Story illustrates how Steubenville, Ohio, achieved significant literacy gains by implementing a state-mandated Science of Reading program. Teachers, many of whom had never been trained in cognitive science, followed a structured curriculum that aligned with research-backed reading instruction. They simply applied the program as directed—and it worked. This success story underscores an important lesson: rather than focusing on making every teacher an expert in reading theory, the priority should be on ensuring that schools adopt and properly implement structured literacy programs.

Accountability Matters More Than Expertise

A critical component of successful literacy instruction is accountability. Schools and teachers must be responsible for implementing reading programs with fidelity. Without proper oversight, even the most research-based program can fail. This is where TILT Tech with Adira Reads provides invaluable support in any curriculum.

How TILT Tech with Adira Reads Ensures Accountability

1. Data-Driven Insights: TILT Tech with Adira Reads monitors instructional effectiveness by tracking student progress and identifying areas where instruction needs to be adjusted in any curriculum. Teachers receive real-time feedback on what’s working and what’s not, ensuring that they stay on track.

2. Structured Implementation Support: The program provides clear instructional sequences and intervention strategies, making it easier for teachers to deliver high-quality instruction without requiring deep expertise in reading science. Regular learning checks and regrouping of students ensure that every child receives the instruction they need.

3. Progress Monitoring and Adjustments: Schools using TILT Tech with Adira Reads receive weekly progress reports and monthly data reviews, allowing administrators and educators to refine their strategies and address gaps promptly. This level of accountability ensures that instructional time is used effectively and students make measurable progress.

Expecting every teacher to become a cognitive scientist is an unrealistic and unnecessary approach to improving literacy. Instead, providing educators with a structured, research-backed program—along with the accountability measures to ensure its proper implementation—is what truly drives results. TILT Tech with Adira Reads exemplifies this approach, ensuring that teachers have the tools and support they need to close literacy gaps at scale.

Ultimately, the key to improving reading outcomes isn’t making every teacher an expert in reading science—it’s ensuring that every teacher follows an effective, research-based program with fidelity and receives consistent feedback on how to improve student instruction. When we prioritize strong programs and accountability over unnecessary complexity, we create a system where all students can thrive.