For the Love of Reading: Leading with Heart, Grounded in the Science of Reading

One of the most powerful gifts we can give our students is a genuine love of reading. A love of reading is something every school hopes to cultivate in every student. Yet the love of reading is not a natural process that some students are fortunate to establish on their own.  A love of reading grows when students learn to read with instruction rooted in the Science of Reading as well as the school having intentional systems and structures that support increased literacy outcomes for all students. At the heart of this work is the belief that It’s Possible for all students to read at grade level.

Students’ success with structured literacy instruction reminds us of a simple truth: students love what they can do well. When reading feels accessible rather than frustrating, students lean in and seek more. When they understand what they read, they connect. And when they feel successful, they choose to read more. This is where leadership matters most.

Confidence does not come from isolated lessons. It comes from schoolwide systems that make high-quality instruction predictable, supported, and protected. Strong instructional systems ensure that every classroom uses aligned, evidence-based reading practices with consistent routines and expectations. When instruction is coherent across the building, students experience stability, and that stability leads to growth.

Effective schools also have responsive intervention systems in place. Struggling readers are not ignored or left to “catch up” on their own. Instead, clear criteria guide who receives support, where structured small-group instruction is provided, and how progress is monitored regularly. When students receive the right support at the right time, frustration decreases and confidence increases. Love of reading begins to grow when students feel successful instead of overwhelmed.

Time management is another critical leadership element.  A strong master schedule should protect adequate time for core reading instruction, guarantee every student needing an intervention can receive an intervention, a strong data analysis process, and built-in collaboration for teachers. Literacy thrives when time is used intentionally—every day!  You cannot grow strong readers in chaotic or inconsistent schedules. The way time is structured communicates what matters most in a school and it’s possible when we protect what matters.

Data further strengthens this work when used with purpose. In strong schools, data is not about compliance; it is about care and ensuring every student is making progress.. Principals who use data to guide conversations, celebrate growth, and adjust instruction create a culture where students are seen and supported. Data provides another way for leaders to reinforce the message: growth is expected, support is available, and it’s possible to improve.

Collaboration structures further strengthen literacy systems. When teachers and leaders meet regularly, share responsibility, and problem-solve together, instruction becomes more aligned and intentional. No single teacher or principal can move every student forward alone. Literacy success grows through collective effort, shared ownership, and a strong professional community.  No single teacher can ensure that every student learns to read well, but a unified staff—led by a principal who believes and acts on the belief that it’s possible—can.

Structured Literacy ensures that all students—ALL meaning ALL—are explicitly and systematically taught how to read. When students can accurately decode, read fluently, and comprehend text, they engage more deeply, understand more fully, and experience greater confidence as readers. Enjoyment grows from competence, and competence is the gateway to lifelong literacy.  

A love of reading is not built through posters or slogans alone. It is built through leadership—through clear expectations, protected time, aligned instruction, and responsive systems. Principals create the conditions for that moment when a student finds the right book, falls in love with reading, and carries it forward because they can read–long after they have left our school. 

This February, let’s fall in love with what works. Because when students can read, they begin to love to read.  That is a love story worth leading.

“The authors acknowledge that parts of this article were drafted with the assistance of ChatGPT (OpenAI), specifically for brainstorming ideas.