Science of Reading seeks to boost literacy outcomes
The Ohio Department of Education and Workforce has implemented Science of Reading requirements for all K-12 teachers. This initiative aims to improve literacy outcomes for students across the state through evidence-based reading instruction.
Science of Reading is a research-based approach that emphasizes the importance of phonemic awareness, phonics, fluency, vocabulary and comprehension in teaching reading effectively.
One key component of the new requirements is a focus on understanding the cognitive processes involved in reading. The professional development provides educators with the neuroscience behind reading acquisition, understanding how the brain processes written language and how different instructional strategies can lead to students unlocking the reading code. This knowledge empowers teachers to make informed decisions about literacy instruction, tailoring their approaches to meet the reading needs of all students.
The Science of Reading requirements emphasize the systematic and explicit teaching of phonics. Teachers will learn how to scaffold phonics instruction from foundational skills to more complex linguistic patterns, providing their students with a strong foundation in decoding and word recognition.
In addition to the SOR professional development, the new requirements also focus on the importance of ongoing assessment and data-driven decision-making. Teachers will be equipped with tools and strategies to monitor students’ progress regularly, identify areas of need, and adjust their instructional practices to meet the needs of all students. This continuous cycle of assessment and intervention is essential for helping all students learn to read effectively.
All Graham Elementary staff members have completed two years of LETRS Professional Development. LETRS stands for Language Essentials for Teachers of Reading and Spelling Professional Development. It’s a comprehensive professional development program designed to provide educators with the knowledge, skills, and strategies needed to teach reading and spelling effectively. The program covered topics essential to understanding how students learn to read and spell, including phonemic awareness, phonics, fluency, vocabulary, and comprehension.
All staff members who teach grades 6-12 and district administrators must complete the state-sponsored Science of Reading Modules. English Language Arts Teachers and Intervention Specialists will be required to complete 21 hours of SOR learning, and all other teaching staff in grades 6-12 will be required to complete
7.5 hours of SOR learning.
The ultimate goal is to ensure that all district teachers and administrators have the necessary background information to understand how the brain learns to read and to provide staff with strategies to support all students on their reading journey.