Below, you'll find some of the biggest science of reading stories from the month of June. We hope this digest encourages you to continue along your science of reading journey!
Fort Worth Schools Nixed a Longtime Approach to Teaching Reading While some school districts in North Texas are still committed to a balanced literacy approach, Fort Worth school district has embraced the brain research that informs how children learn to read, in part to remediate a history of chronically low reading scores. In 2019, only one-third of the district's third graders were reading on grade level. As the Fort Worth school district continues to re-train educators, the district has encouraged a restructuring of instructional time, collected back ineffective curricula, and rolled out replacement materials that are aligned with the science of reading.
Georgia State University’s College of Education & Human Development received a grant from the Georgia Department of Education to help teachers earn their dyslexia endorsement. The funding can be used to cover tuition, fees, and exam costs for educators across the state to receive dyslexia training.
Minnesota Fund Awards $45,000 to
Three School Districts to Support Early Literacy Initiatives. The Mitchel Perrizo Jr. Leaders are Readers Fund supports early literacy initiatives with K-3 teachers. This year's grant recipients received awards to purchase a writing curriculum, a structured literacy curriculum, and a reading intervention curriculum that
includes phonemic awareness, phonics, fluency, vocabulary, and comprehension.
New Bill Would Require Mandatory Prescreening for Dyslexia for all Michigan Students A new bill in Michigan would require all K-3
students and any other student who seems to be struggling academically to be screened for dyslexia. Other proposed dyslexia-related legislation addresses teacher training, improving classroom supports, and creating a state dyslexia resource guide.
If any of these stories resonated with you, we'd love to hear about it!
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The Literacy Architects is a team of current and former reading specialists, literacy coaches, PreK-2nd grade teachers, secondary ELA teachers, dyslexia practitioners, school principals, district literacy directors, and chief academic officers.
We support practices such as explicit and systematic phonemic awareness and phonics instruction, needs-based small group instruction, and close reading lessons with grade-level texts.
