Align Early Grades Instruction to the Science of Reading
Despite district leaders’ best efforts, far too many elementary students are not reaching reading proficiency by third grade. The majority of these students will never attain full proficiency in future grades, making them less likely to attend college and to find living wage jobs later in life. The good news is that scientific evidence provides a blueprint for effective reading instruction. Learn how district leaders can initiate and sustain reforms based on the science of reading to ensure that all students reach this critical academic milestone.
Develop expertise in the science of teaching reading
According to the 2019 National Assessment of Educational Progress, 65% of fourth graders are reading at or below basic levels. Research on the science of reading provides insight into how educators can effectively teach students to read by focusing on foundational skills in the early grades, yet this information is often underemphasized in teacher preparation programs and can be overlooked in many reading approaches. To combat the disconnect between this scientific evidence and current educational practice, districts must strive to turn generalist teachers into literacy experts by providing them with the knowledge that higher education often does not.
Read our narrowing the third-grade reading gap research brief to understand the neurological complexity of learning to read, build consensus around the importance of the science of reading, and cultivate advocates for evidence-based practice across the district.
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