PRIORITY 2: Programs, Initiatives, and Strategies
READY TO READ
All Maryland students are proficient in reading by the end of third grade, and those who are not have the necessary supports to become proficient.
Training and coaching on evidence-based and highly-effective reading pedagogy provided to all Pre-K through 3rd grade teachers, including special education teachers, principals, and other relevant staff aligned to the Science of Reading.
Ensure the adoption of high-quality, content-rich, and culturally responsive instructional materials and assessment tools aligned to the Science of Reading.
Create and implement systems for progress monitoring* to ensure all students are reading by the end of third grade and have the appropriate supports if still struggling with reading beyond third grade.
*This includes the use of Universal Screeners as required by Maryland’s Ready to Read Act
Training and coaching on evidence-based and highly-effective reading pedagogy provided to all Pre-K through 3rd grade teachers, including special education teachers, principals, and other relevant staff aligned to the Science of Reading.
Ensure the adoption of high-quality, content-rich, and culturally responsive instructional materials and assessment tools aligned to the Science of Reading.
Create and implement systems for progress monitoring* to ensure all students are reading by the end of third grade and have the appropriate supports if still struggling with reading beyond third grade.
*This includes the use of Universal Screeners as required by Maryland’s Ready to Read Act
TRAINING & COACHING FOR TEACHERS, PRINCIPALS, AND OTHER STAFF
Comprehensive professional development equips educators with the knowledge and skills necessary to implement evidence-based practices. Coaching provides ongoing support, allowing educators to refine their instructional techniques and receive personalized feedback. By providing training and coaching aligned with the Science of Reading, schools foster a culture of continuous improvement and equip teachers with the tools they need to deliver effective reading instruction to every student.
HIGH-QUALITY INSTRUCTIONAL MATERIALS & ASSESSMENT TOOLS
The use of high-quality, culturally responsive instructional materials in conjunction with the Science of Reading is paramount in promoting effective literacy instruction. These materials not only align with evidence-based practices, but also provide students with engaging, rich content that is relevant to their cultural backgrounds and experiences. By incorporating diverse texts and perspectives, these materials foster inclusivity and create meaningful connections for students. Additionally, assessments aligned with these practices allow educators to gather data on students’ progress and tailor instruction accordingly.
Evidence-based Pedagogy: Science of Reading
The foundation of literacy begins at a young age. Early childhood instruction of phonological awareness and vocabulary can prevent many reading difficulties in children.
The Science of Reading is a field of research that examines how individuals acquire and develop reading skills and comprehension. It draws upon a wide range of scientific disciplines, including cognitive psychology, linguistics, neuroscience, and education, to understand the underlying processes involved in reading.
It provides valuable insights into effective reading instruction and highlights the importance of specific instructional components. It emphasizes the need for explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, fluency, and comprehension strategies. These components are considered foundational to building strong reading skills and are essential for students to become proficient readers.
Evidence-based instructional practices derived from the Science of Reading include explicit phonics instruction, structured literacy approaches, direct instruction of vocabulary and comprehension strategies, and providing ample opportunities for reading practice. These practices are supported by rigorous research studies
that have demonstrated their effectiveness in improving reading outcomes for students of all backgrounds and abilities.
Recent advances in technology and a greater understanding of neurobiology have allowed researchers and practitioners who work with typical and struggling readers to understand how reading develops in the brain and the skills that contribute to proficient reading. By grounding reading instruction in the Science of Reading, educators can make informed decisions about instructional methods and materials that are most likely to support students’ reading development and help them become proficient readers.
Evidence-based Pedagogy: Science of Reading
The foundation of literacy begins at a young age. Early childhood instruction of phonological awareness and vocabulary can prevent many reading difficulties in children.
The Science of Reading is a field of research that examines how individuals acquire and develop reading skills and comprehension. It draws upon a wide range of scientific disciplines, including cognitive psychology, linguistics, neuroscience, and education, to understand the underlying processes involved in reading.
It provides valuable insights into effective reading instruction and highlights the importance of specific instructional components. It emphasizes the need for explicit and systematic instruction in phonemic awareness, phonics, vocabulary development, fluency, and comprehension strategies. These components are considered foundational to building strong reading skills and are essential for students to become proficient readers.
Evidence-based instructional practices derived from the Science of Reading include explicit phonics instruction, structured literacy approaches, direct instruction of vocabulary and comprehension strategies, and providing ample opportunities for reading practice. These practices are supported by rigorous research studies
that have demonstrated their effectiveness in improving reading outcomes for students of all backgrounds and abilities.
Recent advances in technology and a greater understanding of neurobiology have allowed researchers and practitioners who work with typical and struggling readers to understand how reading develops in the brain and the skills that contribute to proficient reading. By grounding reading instruction in the Science of Reading, educators can make informed decisions about instructional methods and materials that are most likely to support students’ reading development and help them become proficient readers.
Five Key Elements of Scientific Reading Instruction
PHONEMIC AWARENESS
The ability to identify and work with the individual sounds in speech
PHONICS
The relationships between the letters of written language and the sounds of spoken language
FLUENCY
The ability to read with speed, accuracy, and proper expression
VOCABULARY
The ability to recognize and understand all the words when reading
COMPREHENSION
The understanding and interpretationof what is read
