Phonics-based instruction has long been a cornerstone of early literacy education, providing students with foundational skills to decode words. However, emerging research in cognitive science reveals that literacy learning is influenced by a range of cognitive processes beyond phonics alone. Insights into working memory, attention, and visual processing offer new avenues for enhancing early reading instruction. Here’s how teachers can incorporate these cognitive science findings to go beyond traditional phonics, creating a more comprehensive approach to literacy development.
