You may have heard of the Science of Reading or the debates regarding balanced versus structured literacy–hot topics within the world of Education that have made headlines in recent years. But what does the Science of Reading actually mean? And more importantly, how does it–and the instruction it informs–impact young readers? In Episode 3, we explore how St. Anne’s School–a school that adopted the Science of Reading five years ago–uses cognitive research and neuroscience to inform its emergent reading curriculum. We hear from educators who are experts on the Science of Reading (SoR), and listen as they discuss the impact–both qualitative and quantitative–that SoR-informed instruction has had on St. Anne’s School students. Then, we dive into the classroom, and hear firsthand how this approach helps students at every grade level as they progress from learning to read to reading to learn. We also learn how students are assessed under this approach and what interventions are used for students who need further support. Finally, we hear discussion on why being a dynamic, research-informed school is so important for both educators and students.