![]() ![]() ![]() Launched by Fordham two decades ago, NCTQ has a long track record of reviewing preparation programs in Ohio and nationally, as well as strong expertise in the science of reading. To examine Ohio’s teacher preparation programs to see how they approach reading, we enlisted the support of the National Council on Teacher Quality (NCTQ). If those who train teachers cling to disproven reading methods, Ohio’s new teachers will come into classrooms without the knowledge of reading science, and state- level curricular reforms won’t gain as much traction in Ohio classrooms. But while curricula tend to receive the lion’s share of attention, one under-discussed area is the role of teacher preparation. Fordham Institute are encouraged by these movements and the promise they hold for Ohio students. The governor’s plan appears to be on-track for approval by the full General Assembly at the time of this writing.Īs longtime supporters of reading science, we at the Thomas B. Included also are millions in state funding that would support the implementation of reading science through new instructional materials and professional development. If approved by the legislature later this summer, his plan would require schools to adopt high-quality reading curricula that are aligned to the science of reading, forbid schools from using the “three-cueing” method, and build teachers’ knowledge and skill in teaching reading. Earlier this year, Governor Mike DeWine unveiled bold initiatives that would overhaul reading instruction in Ohio. Even in many of Ohio’s prosperous communities, more than a quarter of third graders aren’t reading proficiently.įortunately, there is light at the end of the tunnel. Non-proficient rates soar to 70 and 67 percent in Cleveland and Columbus, respectively, and 63 percent of third graders fell short of proficiency in the smaller districts of Lima and Middletown. Last year, 40 percent of Ohio’s third graders did not achieve proficiency on state reading exams. The result is high numbers of children struggling to read. ![]() These methods hamstring kids from learning to read effectively and go against decades of reading science. This practice, along with other discredited techniques, is ingrained in the “balanced literacy” and “whole language” programs that remain popular in many Buckeye schools. These methods include “three-cueing,” which wrongly encourages children to guess at words rather than actually read them. As a result, inferior instructional practices linger in too many Ohio classrooms. But regrettably, the state hasn’t paid much attention to reading science. Over the past decade, Ohio has enacted significant literacy reforms, including the Third Grade Reading Guarantee in 2012. Based on the 2000 National Reading Panel’s comprehensive review of literacy research, this science consists of five pillars that comprise effective reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. In response, state lawmakers are quickly enacting laws that aim to ensure that their schools use scientifically based reading instruction. Fueled by decades of research about how children learn to read, attention-getting journalism on reading instruction, and thousands of parents frustrated with the approach to literacy in their own kids’ schools, the “science of reading” movement is sweeping across the nation. ![]()
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