According to Dr. Louisa Moats, most reading failure is unnecessary. We now know that classroom teaching itself, when it includes a range of research-based components and practices, can prevent and mitigate reading difficulty. Although home factors do influence how well and how soon students read, informed classroom instruction that targets specific language, cognitive, and reading skills beginning in kindergarten enhances success for all but a very small percentage of students with learning disabilities or severe dyslexia. Researchers now estimate that 95 percent of all children can be taught to read by the end of first grade, with future achievement constrained only by students’ reasoning and listening comprehension abilities.
With this important research in mind, take some time to reflect on the following questions:
- As the lead learner, are you enrolled in the LETRS Elementary and/or LETRS Admin course?
- How are you leading the Science of Reading in your school/district?
- How do you ensure Science of Reading is at the core of everything you do?
- Do you see evidence of Science of Reading in your K-3 classrooms? If not, why?
- Are all of your K-3 teachers trained in Science of Reading or currently enrolled in LETRS? If not, what is your plan to ensure that all K-3 students are taught by Science of Reading trained teachers?
- Does your data reflect that your curriculum is grounded in Science of Reading implementation? What changes need to be made to your instructional plan to align your core with Science of Reading practices?
Remember, it is the responsibility of the district and school leaders to develop a culture that is centered around the Science of Reading. How can ARI support your needs in this area?