Ohio schools are increasingly implementing the science of reading approach to improve literacy achievement. This approach emphasizes phonological awareness and phonics in early literacy instruction and has been successful in schools like Tecumseh Local Schools and Northeastern Local Schools. Governor Mike DeWine’s recent proposal to introduce this approach statewide has been met with mixed reactions, with some schools already having switched curriculums to science of reading and others still using the whole language approach. Schools like Clark-Shawnee have implemented a blended approach, individualizing instruction based on student needs. Governor DeWine’s executive order to create the Governor’s Literacy Challenge aims to improve reading proficiency for Ohio’s children. While some teachers’ unions have pushed back against the proposal, the success of schools that have already implemented the science of reading approach highlights its potential to improve literacy achievement in Ohio’s schools.
Schools in Ohio adopt science of reading
Ohio Governor Mike DeWine recently visited Northridge schools to observe how the district has implemented the science of reading, a technique he wants to introduce across the state. Many other schools across Ohio have also adopted this approach.
The science of reading emphasizes phonological awareness and phonics as essential components of early literacy instruction. Administrators, teachers, and staff in Tecumseh Local Schools have increased their learning in these areas over the past few years. Superintendent Paula Crew said that the program is proven to help students become critical readers and efficient writers.
Northeastern Local Schools also follow a science-based approach to reading, teaching phonics and awareness, and providing staff training. The curriculum director, Beverly Walkden, believes that phonics instruction and the elements of reading instruction should be skill-based and not dependent on a student’s ability to guess answers or memorize words.
The Mechanicsburg School District has also begun focusing on the science of reading and developing teaching practices aligned with it. Superintendent Danielle Prohaska said that they made this shift to support specific and targeted instruction based on student needs, which will help build a strong foundation of literacy in all students.
Governor DeWine’s budget proposal aims to increase literacy achievement across Ohio. In the 2021-22 school year, only 59.8% of third-grade students tested proficient in reading, a decrease from the 66.7% who tested proficient in the 2018-19 school year.
Urbana schools are in the process of transitioning from a whole language approach to the science of reading. This shift began about three years ago when the district identified a weakness in systematic instruction in phonics and phonemic awareness.
In conclusion, the science of reading is proving to be a successful approach to early literacy instruction in Ohio. Schools that have adopted this technique have seen an increase in student proficiency and are setting an example for the state’s education system. Governor DeWine’s budget proposal aims to bring this science-based approach to reading to more schools across Ohio to improve literacy achievement statewide.
Ohio School Districts Implement Science of Reading to Improve Literacy Achievement
Ohio Governor Mike DeWine’s recent proposal to introduce the science of reading across the state has been met with mixed reactions. However, many schools in Ohio have already implemented this approach, emphasizing phonological awareness and phonics in early literacy instruction.
School districts like Tecumseh Local Schools and Northeastern Local Schools have increased staff learning in these areas, with proven success in improving students’ critical reading and writing skills. Graham Local Schools is currently researching programs and examining what is working and not working.
Clark-Shawnee schools have implemented a blended approach, individualizing instruction based on student needs. Superintendent Brian Kuhn acknowledges that all approaches have evidence-based research supporting them, and the district adjusts instruction accordingly to address student learning using the best available practices.
While some schools have already flipped their curriculums to the science of reading, others are still using the whole language approach. Governor DeWine’s proposal requires purchasing new books and retraining teachers, which some teachers’ unions have pushed back against, asking for a voice at the table to assess potential impacts.
However, the Governor’s recent executive order to create the Governor’s Literacy Challenge aims to improve reading proficiency for Ohio’s children. Schools like Northridge, which have already implemented the science of reading approach, have seen significant progress in literacy achievement.
Governor DeWine believes that schools across the state can benefit from this science-based approach, which emphasizes phonological awareness and phonics. While opposition exists, the success of schools that have already implemented the science of reading approach highlights its potential to improve literacy achievement in Ohio’s schools.
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