2/15/2023

Synergy in the Science of Reading: How Meaningful Policies Transform Literacy Instruction

Any time experts with a vested passion for learning gather, clear paths to success are found. One fall morning in 2022, educational leaders convened for Lexia’s Synergy Roundtable event. In collaboration with ExcelinEd, researchers, educational leaders, and stakeholders showcased the science of reading (SoR) and its quantitative results.

Research and Data, Evidence for Science of Reading

Thoughtful discussions broke down specifics, creating a road map for how meaningful intervention occurs. Transforming proven research into real world, consistent strategies took centerstage. A keystone to unleashing the power of this research is teacher training.

Two participants, Dr. Young-Suk (Grace) Kim and Catherine Snow, wrote the article, "The Science of Reading is Incomplete without the Science of Teaching Reading." The Reading League Journal published their piece in the October 2021 edition. The article calls for:

• In-depth coursework on evidence-based reading instruction
• The opportunity for teacher candidates to apply this instruction in classrooms with real-time feedback and discussion
• Instruction about how to interpret reading assessment data and identify students with reading difficulties
• Demonstration of competencies in reading assessment, curriculum, and instruction knowledge before certification

Colleges of education and teacher-preparatory programs can use this framework to help provide the best-prepared teachers, combatting reading deficits with individualized and result-oriented scaffolding.

Dr. Young-Suk and other educational leaders praised the opportunity to discuss these crucial elements during Lexia's event, saying, "The meeting was about synergy and illustrated the need for cross-boundary discussions to address real-world questions such as the teaching of reading. I took away hope because we are beginning this needed critical conversation."

District Implementation/Teacher Professional Development of Science of Reading

The first step is universal screening for both general reading deficits and more specific screenings for dyslexia. Educators must know what reading deficiencies need addressing to use SoR effectively.

High-quality instructional materials (HQIM) aligned to SoR are critical to success. Providing ample access to SoR resources reduces the need for teachers to seek unvetted materials (Opfer et al., 2016).

Individual Reading Plans (IRPs) and regular progress monitoring (at least three times per school year) are vital components to measuring improvement and adopting modifications to ensure success for each child.

Intensive intervention is necessary for children experiencing the greatest deficits. This intervention means access to summer reading camps, before/after school programs, and opportunities for individual instruction.

Additional support within the classroom includes literacy coaches (provided through state and district funds). These professionals buoy teachers with real-time backing as they facilitate evidence-based SoR strategies.

Parent engagement is vital to successful outcomes, and support for at-home reading efforts includes "Read-at-Home" plans, including parent contracts and access to parent training workshops. The family is part of this journey, and transparency is critical. Strong home-school connections, trust, and resources allow SoR to work in both the classroom and at the kitchen table.

Accountability in Systems and Schools in the use of Science of Reading Strategies

Accountability is imperative to SoR's success in school districts across the country. We know the outlined implementation works. Ensuring each component is appropriately used requires understanding SoR and how to administer these powerful tools in the classroom.

During Lexia’s event, legislators came together with literacy experts to ensure accountability and knowledge of SoR for all stakeholders.

Jeff McCoy, associate superintendent of academics for Greenville County Schools, commented, "Bringing together K12 and higher-ed leaders (and experts in reading) provides a huge opportunity for networking that doesn't normally happen around the country. Ideally, more conversations like these with policymakers and the people who have to implement is what is needed."

Margaret Goldberg, literacy coach and co-founder of the Right to Read Project, added to McCoy's sentiment. " We had a diverse group: policymakers, state leaders, researchers, higher-education faculty, teachers, district administrators, etc., from all over the country."

She highlighted how these stakeholders "have been heading toward the same goal of evidence-aligned reading instruction, though we'd never previously worked together. Imagine the difference we could make if we intentionally collaborated!"

The Lexia® event and roundtable discussions spotlighted the success of SoR and the excitement around the structured implementation of a proven solution. Accountability is a vital component of literacy in American schools.

Considerations for Selection of High-Quality Products and Services

Roundtable participant Anthony Kim, founder and chief learning officer at Scholarus Learning, said specific systems and workstreams should align to facilitate using high-quality instructional materials (HQIM).

Preservice training in higher education should prepare teachers for implementing SoR. Next, data and case studies demonstrating the effectiveness of SoR tools should be shared with teachers and school district administrators, creating a compelling case for SoR to the classroom stakeholders (teachers), who are the ultimate administrators of quality literacy instruction.

Habits can be hard to break. Classroom teachers need access to the best possible materials. Proper access prevents the need for dependence on supplemental materials unrelated to the tools we know work.

Additionally, policymakers can incorporate evidence-based budgeting to ensure school district adoption and success for every child as they learn to read.

The SoR brings literary success to the classroom and is most impactful in early elementary grades. Children learn to read in these years and later read to learn as they benefit from literacy in the older grades and throughout the rest of their lives.

Literacy unlocks a fascinating world of knowledge and allows children to learn and follow their passions through academic exploration. Quality literacy skills empower children from all backgrounds and provide a tool to serve them as they mature.

A comprehensive early literacy policy lays the foundation for life-long success. Strategic implementation is critical to obtaining equitable access to literacy for every child in America.