Promoting Equitable Literacy Instruction: Guided Questions for District Administrators

Students in early elementary school are learning to read, meaning developing the skills to appropriately decode and understand text and language to achieve comprehension. There’s a vital shift that happens around 4th grade—students begin to use their reading comprehension skills to read to learn. For the rest of their academic career (and into adulthood), the expectation is that students know the fundamentals of literacy and can comprehend complex texts to derive meaning. However, many students are not developing the necessary competencies in their early schooling for later success, and it’s not just an academic issue—it’s an equity issue, too. 

Students’ ability to read to learn is key to districts’ compliance with federal mandates, like ESSA, to teach to high standards. As a result, district leaders are under pressure to rectify literacy gaps and increase educational equity within their schools to ensure every student has the opportunity to achieve literacy. But what does equitable instruction look like, and what do district leaders need to know when working towards accomplishing this goal? 

This guide explores important questions and answers for educational leaders to consider when assessing programs and implementation to improve literacy outcomes. Lexia’s educational equity model—instructional equity, cultural equity, and digital equity—take shape in our solutions, ensuring students receive the explicit, systematic, and equitable instruction they need and deserve to achieve literacy success. 

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