ERIC Number: ED663693
Record Type: Non-Journal
Publication Date: 2024-Sep
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
The Science of Reading in Action: How Margaretta Local Schools Is Adding Phonics and Rigor to Its Reading Instruction
Ellen Belcher
Thomas B. Fordham Institute
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 Schools to shine light on their literacy practices. Kurt found that using the Science of Reading in the early grades gives students essential foundational reading skills, but it also supports districts' bottom lines. They can't afford to do the ongoing intervention that is needed when students aren't taught from the beginning to read according to research-based instructional practices.
Descriptors: Reading Research, Reading Instruction, Teaching Methods, Phonics, Elementary School Students, Primary Education, Reading Skills, Beginning Reading, Instructional Materials
Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Publication Type: Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: Charles and Lynn Schusterman Family Philanthropies; Thomas B. Fordham Foundation
Authoring Institution: Thomas B. Fordham Institute
Identifiers - Location: Ohio
Grant or Contract Numbers: N/A