The Science of Reading with Wiley Blevins

Take a fresh approach to the Science of Reading with Wiley Blevins's suite of programs to support implementation of foundational skills.

Wiley's Suite of Programs

The proven From Phonics to Reading programs and NEW Building Reading Success tier 2 and 3 intervention and fluency program written by Wiley Blevins are all based on the Science of Reading* research. Hear Wiley explain how each product focuses on the key aspects of the Science of Reading including phonemic awareness, phonics, fluency, vocabulary, comprehension strategies, orthographic mapping, morphology, and syntax.

Download our brochure to learn more about how Wiley's solutions provide Tier 1, 2, and 3 support.

From Phonics to Reading

Build foundational skills with this top-rated comprehensive program!

Interactive Assessments

Streamline your assessment and inform instruction!

Interactive Practice Bundle

Enhance phonics instruction with engaging independent practice!

Fluency Booster Practice Book

Boost fluency with meaningful application of targeted skills!

Early Literacy Manipulatives Kit

Support Tier 1, 2, and 3 instruction with hands-on learning experiences.

Building Reading Success with Wiley Blevins

Develop reading proficiency with this module-based intervention program

Meet Our Author, Wiley Blevins

When it comes to early literacy development, Wiley Blevins is the expert. Wiley's extensive research in and out of the classroom is invaluable.

See Wiley talk about his own literacy journey.

The Science of Reading (SOR) is a body of evolving information about how to best teach children to read based on the work of educational researchers, cognitive scientists who study the brain, linguists, and school practitioners. Two established models of reading have emerged as key in the Science of Reading conversation: the Simple View of Reading and Scarborough’s Reading Rope. The Simple View of Reading (Gough and Tunmer, 1986) states that reading comprehension is a product of decoding (e.g., phonics) and language comprehension (e.g., vocabulary and content knowledge). Scarborough’s Reading Rope (2001) fine-tuned this model to specify aspects of each area of reading instruction and how they intersect.