Science of Reading News Digest: February 2025
The Literacy Architects
We break down complex literacy routines into bite-sized steps and host communities of practice on structured literacy.
If you’re the kind of person who insists on doing things on your own, we’ve got some news for you. Changing the tides in literacy learning isn’t something you can tackle by yourself. Big surprise, right?
Yet, it’s often framed as the sole burden of teachers to shift their practice towards evidence-based literacy instruction, without mention of the other stakeholders that have the ability to impact student learning. From early childhood development and daycare to afterschool programs and curriculum adoption teams, the list of literacy influencers is a mile long.
February’s headlines emphasize the need for stakeholder engagement in literacy improvement, sharing the responsibility throughout communities instead of relying on teachers alone.
While the Georgia Early Literacy Act mandates evidence-based instruction in classrooms, nonprofit organizations are now playing a larger role in supporting literacy outside of school. The Literacy and Justice for All initiative is launching a nonprofit network to provide organizations with structured literacy training, aiming to improve reading outcomes through tutoring, mentoring, and community-based programs. The effort includes free, self-paced training to help nonprofits align their literacy support with research-backed methods.
Reach Out and Read, a national nonprofit with an Oklahoma affiliate promotes early childhood literacy by distributing free books during well-child visits with participating pediatricians. The program, endorsed by the American Academy of Pediatrics, encourages parents to read with their children, fostering language development and strengthening family bonds. In 2024, it served over 52,000 children in Oklahoma, providing nearly 93,000 books. Research has shown the program increases parental reading frequency, helping to improve early literacy skills and academic success.
Tarrant County officials have pledged to support efforts to improve literacy rates, emphasizing the connection between reading proficiency and crime prevention. On February 19, county commissioners unanimously approved a resolution urging all 20 local school districts to implement plans to ensure students read at grade level. Officials highlighted data linking illiteracy to higher dropout and incarceration rates, with an estimated 80% of Texas prison inmates being functionally illiterate. Leaders stressed the need for community-wide action to address literacy as a key factor in crime reduction and economic opportunity.
Parents in the West Linn-Wilsonville School District discovered their children were being taught with a noncompliant reading curriculum that lacked phonics instruction. Although the district adopted a compliant curriculum in 2024, parents argue it should still be held accountable for past instructional gaps. The Oregon Department of Education dismissed their complaint, citing current compliance, but parents are petitioning for reconsideration and may take legal action. The case raises concerns about the state’s reliance on self-reported curriculum compliance and the need for greater transparency and accountability.
What We're Working On
?? Attention professors!
We have an exclusive opportunity that's perfect if you're wanting more ideas for your course syllabus to align it with the science of reading. Join us this fall for a six-week community of practice with other reading professors to learn more about teaching educator prep candidates about evidence-based literacy instruction.
Through this community of practice, you will:
?? Explore key theories and instructional practices aligned with evidence-based literacy instruction.
?? Receive access to journal articles and learning activities to include in your course syllabi that are aligned with the science of reading and educator certification standards.
?? Expand your network by making connections with peers from other institutions.
Here’s what past participants had to say about this unique opportunity:
“I liked hearing from the other instructors what content they were adding to their courses and their justification for doing so. It is giving me a lot of great ideas for my own course.”
“There are so many valuable things that I will use. My class will be much more hands-on with students practicing the instructional techniques instead of me always doing the modeling.”
“This course helped me to wrap my head around strategies to help undergraduate students understand the big picture.”
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3 小时前"Small intentional changes that add up over time." Love this line!!