By Stacy Hurst
This post is Part 1 of a six-part series, “Inside the RH Method,” exploring how the science of reading connects to daily classroom practice.
As educators, we’re in the midst of a profound shift. Across the country, teachers, researchers, and policymakers are rallying behind one critical question: What does true science of reading instruction look like in practice?
It’s a vital question—because while research has provided us unprecedented insights into how the brain learns to read, translating those insights into effective daily instruction is another matter entirely. Science of reading instruction isn’t just a buzzword; it’s a framework that can transform how we teach and how students learn.
One problem many teachers face is fragmentation. Resources exist in abundance, but too often they’re disconnected, leaving us to navigate a maze of strategies without a cohesive map. Even teachers dedicated to evidence-based methods can feel overwhelmed by the sheer volume of research and terminology, from orthographic mapping to Scarborough’s Reading Rope.
Scarborough’s Rope illustrates how skilled reading is woven from word recognition and language comprehension.
But there’s a deeper obstacle. Without a systematic method, foundational skills instruction becomes reactive rather than proactive. Teachers spend more time plugging gaps than building a strong, interconnected foundation. This isn’t just stressful for teachers—it’s ineffective for students who desperately need clear, structured learning pathways.
That’s why I believe so deeply in the RH Method as a bridge between research and classroom practice. Developed by Charlotte Lockhart in the 1970s—yes, even back then—the RH Method was built on research that was available at the time. And because it was grounded in evidence, it has stood the test of time. The RH Method has been thoughtfully updated to align with ongoing research and the latest technology, making it both timeless and timely. It’s one of the strongest examples of science of reading instruction in action today.
I’ve been using the RH Method since the early 2000s in nearly every instructional setting you can imagine: whole class, small group, one-on-one, tutoring—across Tiers 1 through 3. I’ve used the method to teach students from elementary through high school, as well as adults and English language learners of all ages. Today, I use it to help my preservice teachers learn more about the structure of English and understand what explicit, systematic phonics instruction actually looks like. I can say unequivocally: it works.
The RH Method doesn’t just “include phonics.” It follows a structured progression of skills, sequenced from simple to complex, designed to reduce cognitive load and support pattern recognition. Unlike fragmented approaches that isolate phonics from the rest of instruction, RH integrates decoding, encoding, phonemic awareness, morphology, and grammar into a unified lesson structure. Students aren’t just learning to read—they’re gaining the tools and knowledge to become confident, capable learners. This integration is what makes science of reading instruction both powerful and practical for real classrooms.
I’ve witnessed the transformation in classrooms firsthand. Students gain confidence because the sequence makes sense—they’re not left guessing why a vowel changes its sound or how to separate a word into syllables. Teachers, too, regain their footing, able to easily plan lessons that build logically day after day.
This is the promise of science of reading instruction in action: not just research for research’s sake, but a clear path that empowers both teachers and students. And in an era where reading outcomes have never mattered more, that clarity is essential.
If you’ve ever felt adrift amid reading research—or wondered how to truly implement evidence-based practices—I encourage you to explore the RH Method through our free Teacher Edition of Reading Horizons Discovery. It’s the perfect way to see how science can translate into daily teaching that works.
Start exploring science of reading instruction today — try Reading Horizons Discovery FREE!
Stacy Hurst is an assistant professor of Teacher Education at Southern Utah University, where she teaches courses in literacy and early childhood education. She also serves as one of six members of the Science of Reading Faculty for the state of Utah.
Stacy holds degrees in Sociology and Elementary Education, as well as a master’s degree in Education. Over her twenty-plus years as an educator, she has been a first-grade teacher, ELL teacher, literacy coach, and reading specialist. Her extensive experience includes coordinating and providing interventions for struggling readers and training teachers in structured approaches to literacy instruction.
Stacy is the Chief Academic Advisor for Reading Horizons, co-author of a foundational literacy program, and a founding member of the Utah Literacy Coalition. She is passionate about literacy and believes that learning to read well is a civil right.
