Unfortunately, Ohio’s reading performance mirrors that of the nation. The most recent National Assessment of Educational Progress (NAEP) (2022) shows that. Only 35 percent of fourth-grade students in Ohio are proficient (or above) in reading. Students living in poverty have much lower fourth-grade reading. Proficiency rates, with only 20 percent of students eligible for the National School Lunch Program scoring proficient or above. Eompared with 47 percent of students from higher-income families. The gap between Black and White students is also large, with only 14 percent of. Black students reading proficiently, compared.With 39 percent of White students. These gaps in proficiency rates for different student groups have. Widen over the past two decades – and having nothing to do with student ability and everything to do with how and what they are being taught.
The National Institutes of
Health have been studying how children learn Sweden WhatsApp Number to read for over six decades, producing strong evidence demonstrating that all but about 5 percent could learn to read if: their teachers are taught the most effective, scientifically proven methods that they implement in their classrooms; schools purchase curriculum materials base on this science of reading; teachers receive target support from experts in the science of reading; and when necessary, students receive target, intensive support as they learn to read.[9] So what is the “science of reading”? Building on comprehensive reviews of studies about how children learn to read, the NIH-sponsored National Reading Panel in 2000 concluded that effective literacy instruction includes five core components: \
It is also critical
For teachers to buil student vocabulary Australia Business Phone List a skill closely connect with comprehension, ensuring students understan what is being read to them and what they will read themselves.[10] The science of reading includes the methods, base on research, that help children learn to read. Importantly, the science of reading is more than just phonics instruction. All the components, working together, are essential to developing strong readers. While Ohio has begun to tackle reading instruction with some pockets of success, much work remains to be done. In many districts, Ohio not only neglects proven methods, but also actively propagates disproven methods. One significant challenge for the state is its strong historical ties to the “whole language movement,” an approach to literacy instruction that ignores or deemphasizes key components of reading science and instead includes disproven methods of teaching reading. .
