Influenced by current legislation calling for full alignment to the science of reading, literacy instruction in Ohio has started shifting. Additionally, Ohio has devoted funds for literacy coaching to improve students' literacy achievement outcomes on state assessments. This correlative study analyzed the relationship between school districts that…

Ohio elementary schools are moving to the Science of Reading, an approach that emphasizes phonics along with vocabulary- and knowledge-rich content. Keen on learning what this transition looks like inside classrooms, the Thomas B. Fordham Institute asked Ellen Belcher, a former journalist with the Dayton Daily News, to visit Margaretta Local…

Presented by the originator of the project, this speech addresses Reading Recovery as a prevention model to reduce literacy problems, as a model of what an early intervention strategy based on grounded theory looks like, and as a breakthrough in a conceptual barrier pointing to what is possible. Sections of the speech include: (1) "Who Needs…

Classroom teachers in the 1990s are encountering more and more students who are uninterested in learning. In fact, some students begrudge even opening up their books whether it be to read, spell or solve math problems. These negative attitudes are believed by many teachers to have a significant bearing on the students' ability to perform well in…

A study described the amount of usage and structure of cross-age reading tutoring programs. A survey was sent to 68 schools in northwest Ohio to determine percentage and ranges of usage. Results indicated that less than 22% of the 42 elementary schools that responded to the survey used a cross-age tutoring program. Of the programs in place, less…