Bridging the Science of Reading and the Science of Learning
Key Takeaways from The Reading League National Conference – Chicago
Two weeks ago, I had the privilege of attending The Reading League’s 9th Annual Conference in Chicago. The experience was nothing short of inspiring. Surrounded by passionate educators, researchers, and literacy advocates, I walked away with powerful insights from two of our field’s greats—Dr. Anita Archer and Dr. Devin Kearns—that I couldn’t wait to share.
The Power of Active Student Responding (ASR)
One of my biggest takeaways from Dr. Anita Archer’s session was the transformative potential of Active Student Responding (ASR). She reminded us that effective instruction—what happens inside the classroom—outweighs all other factors within a school system’s control (Heward & Wood, 2015).
As a literacy coach in a lower socio-economic public school, I’ve seen firsthand how challenging it can be to keep students engaged—especially for new teachers juggling content delivery and classroom management. Even experienced educators struggle to maintain active participation. ASR offers a practical, evidence-based approach that can make a real difference in student engagement and behavior.
Why ASR Matters
Active Student Responding is more than a teaching strategy—it’s a framework for creating classrooms where every student participates in meaningful learning. Research shows that increasing active responses leads to improvements in:
Student engagement
On-task behavior
Accountability
Positive classroom conduct
Reduced off-task and disruptive behavior
When students are given frequent opportunities to respond, they are more alert, more involved, and more likely to retain what they’re learning. The teacher, in turn, gains immediate feedback about student understanding and can adjust instruction in real time.
What Is Active Student Responding?
ASR encompasses a set of low-cost, flexible strategies designed to improve student achievement and reduce inappropriate behaviors by increasing participation during instruction (Armendariz & Umbreit, 1999; Haydon et al., 2010; Tincani, 2011).
In simple terms, ASR means that every student responds multiple times during instruction—whether by speaking, writing, or performing a task.
This structure gives:
Students repeated practice opportunities to master skills
Teachers real-time insight into understanding
Everyone a more efficient and engaging learning experience
Research underscores the need for this kind of engagement. When teachers call on students one at a time, each child may only participate actively for less than one minute per hour (Kagan & Kagan, 2009). ASR changes that dynamic by ensuring that all students are engaged simultaneously and consistently.
Core Elements of ASR
To make ASR effective, three key principles are essential:
Frequent Responses – Request multiple responses throughout a lesson to sustain engagement.
Overt Participation – Encourage visible or verbal engagement—students should say it, write it, or do it.
Full Inclusion – Ensure every student responds; no one should have the option to sit back.
A guiding principle I’ve learned is: If you expect it, pre-correct it. Teach participation routines explicitly, set clear expectations, and move your energy away from conflict. When structure is established, students have the freedom to participate confidently and productively.
ASR in Action: Practical Classroom Strategies
1. Choral Responding
All students respond in unison to a teacher prompt. This technique works especially well for short, factual questions or quick retrieval practice.
Try using a cue such as, “Hands up—think. Hands down—say!” to ensure timing and focus.
Benefits:
Increases engagement
Reduces off-task behavior
Works for both whole-group and small-group settings
2. Structured Partner Work
Assign partners (A/B or 1/2) and explicitly teach how to engage: look at your partner, lean in, and whisper. Give each partner a clear role—for example, “Partner A shares your answer; Partner B agrees or adds on.” Rotate pairs regularly to build community and accountability.
3. Whiteboard Hold-Ups
Provide each student with a small whiteboard. Pose a question, have them write their answers, and then hold up their boards for review. This strategy allows you to quickly gauge understanding and adjust instruction immediately. It’s simple, effective, and supported by decades of research—even at the college level.
Connecting to Dr. Devin Kearns: The Science of Learning in Action
While Dr. Archer emphasized how we teach through strategies like ASR, Dr. Devin Kearns reminded us why these instructional choices matter. His session on reading acquisition and cognitive processing deepened my understanding of the Science of Learning—the body of research explaining how students actually acquire, retain, and apply knowledge.
Dr. Kearns highlighted that reading instruction is most powerful when it aligns with how the brain learns best: through explicit teaching, frequent practice, and immediate feedback—all elements at the heart of Active Student Responding. Together, his and Dr. Archer’s messages reinforced a crucial connection:
The Science of Reading tells us what to teach.
The Science of Learning tells us how to teach it.
When we bridge these two sciences, instruction becomes both effective and equitable. Every student not only gains access to high-quality reading instruction but also experiences it in ways that actively engage and support their learning.
Final Thoughts
Active Student Responding isn’t about adding more to an already full teaching plate—it’s about teaching smarter. It transforms classrooms from places where a few students participate into environments where every student is thinking, responding, and learning.
When students respond frequently, learning becomes more interactive, equitable, and effective. The more students engage, the more they learn—and that’s the ultimate goal of every classroom.
