A recent article highlights what two states are attempting to do to improve literacy amongst their students.
The states of Texas and Ohio are using federal grants to improve early literacy instruction and support for students at risk for dyslexia. In Texas, the University of Houston is working directly with four schools to train teachers in the science of reading and multi-tiered systems of support. They conduct needs assessments at each school, analyze data, and provide tailored training and resources. The goal is to build capacity for early identification of reading issues and targeted interventions.
Similarly in Ohio, the state education department has partnered with universities to provide training and resources for teachers in dyslexia screening and instruction. Ohio has developed guidance documents, online learning courses, and demonstration projects in three schools. The projects analyze current practices, provide reading instruction training, engage parents, and support teachers in earning dyslexia certificates.
Both state initiatives aim to increase teacher expertise in structured literacy and using data to match instruction to student needs. This is intended to improve reading outcomes, close achievement gaps, and provide early, accurate identification and support for students at risk for dyslexia. The work focuses on building sustainable capacity within schools and districts to make systemic improvements in early literacy.
Yes, these are the goals from the article. Time and again, states double down on the failed “science of reading.” But, don’t worry. Help’s on the way. I turned in the first chapter of my upcoming book, Holistic Language Instruction, to the publisher this week. It will be completed this year, and published in 2024.
More of the same will lead to more of the same
More of the same will lead to more of the same
More of the same will lead to more of the same
A recent article highlights what two states are attempting to do to improve literacy amongst their students.
The states of Texas and Ohio are using federal grants to improve early literacy instruction and support for students at risk for dyslexia. In Texas, the University of Houston is working directly with four schools to train teachers in the science of reading and multi-tiered systems of support. They conduct needs assessments at each school, analyze data, and provide tailored training and resources. The goal is to build capacity for early identification of reading issues and targeted interventions.
Similarly in Ohio, the state education department has partnered with universities to provide training and resources for teachers in dyslexia screening and instruction. Ohio has developed guidance documents, online learning courses, and demonstration projects in three schools. The projects analyze current practices, provide reading instruction training, engage parents, and support teachers in earning dyslexia certificates.
Both state initiatives aim to increase teacher expertise in structured literacy and using data to match instruction to student needs. This is intended to improve reading outcomes, close achievement gaps, and provide early, accurate identification and support for students at risk for dyslexia. The work focuses on building sustainable capacity within schools and districts to make systemic improvements in early literacy.
Yes, these are the goals from the article. Time and again, states double down on the failed “science of reading.” But, don’t worry. Help’s on the way. I turned in the first chapter of my upcoming book, Holistic Language Instruction, to the publisher this week. It will be completed this year, and published in 2024.