Ohio Keeps Talking About the ‘Science of Reading,’ But What Does That Mean?
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A significant part of Gov. Mike DeWine’s proposed budget is dedicated to the science of reading method. The budget includes $64 million for science of reading curricula, $43 million per year for the next two years to provide science of reading instruction for educators, and $12 million to support 100 literacy coaches in schools and districts.
During a March 23 event, DeWine emphasized the importance of the science of reading in ensuring that every child in Ohio has access to its benefits as they learn to read. In an effort to learn more about the implementation of the science of reading method in classrooms, DeWine has been visiting schools across Ohio.
The science of reading method incorporates phonemic awareness, phonics, fluency, vocabulary, and comprehension. Brett Tingley, president of Parents for Reading Justice and OH-KID (Ohio Kids Identified with Dyslexia), explained the various elements of this method.
DeJunne’ Clark Jackson, president of the Center for Literacy and Learning, a nonprofit literacy organization based in Louisiana, supported the science of reading method, stating that reading instruction should be systematic, explicit, and directly based on language processing.
However, some skeptics argue that the science of reading method does not stimulate critical thinking necessary for deep comprehension in real-world reading scenarios. Educators Jessica Hahn and Mia Hood expressed their belief in Education Week, stating that comprehension should be approached as a multidimensional experience, encompassing understanding of the literal text, analysis of literary devices and structural choices, and interpretation of the text’s purpose and significance in relation to their lives and society.
The debate over how children best learn to read has been ongoing for decades. The podcast series "Sold a Story" from American Public Media recently shed more light on this highly debated issue.
According to Education Week, as of August, just over half of the states and the District of Columbia have passed laws or implemented new policies relating to evidence-based reading instruction since 2013. Gov. DeWine hopes to add Ohio to this growing list.
Structured literacy is an instructional approach that incorporates the principles of the science of reading method. It provides explicit and systematic instruction in foundational reading skills, including phonics. The science of reading emphasizes the importance of explicit phonics instruction in the reading process.
Troy McIntosh, executive director of the Ohio Christian Education Network, highlighted the significance of phonics in literacy instruction, stating that while it is not the only component, it is a crucial element that cannot be ignored.
A key aspect of reading comprehension is the combination of word recognition and language comprehension. This is where the science of reading method plays a vital role. Lindsey Roush, an assistant professor at Walsh University’s division of education, explained that this method focuses on how letter sounds and printed letters work together to facilitate word analysis and decoding.
Phonics plays a central role in this process, as it helps students understand the individual sounds made by letters and their combinations in various contexts.
Another approach to reading instruction is balanced literacy, which does not prioritize explicit and systematic phonics instruction. Instead, it emphasizes students’ comprehension of the text. Critics argue that this approach lacks a foundation in scientific evidence. Danielle Fontenot, vice president of program development at the Center for Literacy and Learning, expressed her concerns regarding the absence of foundational skills in this method.
"When you reach books without illustrations, it means your strategy is ineffective," Tingley remarked.
According to Roush, the science of reading method removes the need for guessing.
"We do not want them relying on visual aids," she emphasized.
Jackson explained that whole language, which aligns with balanced literacy, teaches students the entire word instead of breaking it down into parts.
Tingley claimed that both balanced literacy and whole language methods instill poor reading habits in children.
"The children are the ones who suffer," she lamented. "It is heartbreaking to watch someone you love struggle with reading. … If you cannot read, you will struggle with story problems. It will be difficult in math, and you will face challenges in accessing science or social studies. Therefore, reading is of utmost importance."
Linda Fenner from Citizen Advocates for Public Education (CAPEOhio) expressed doubt about the existence of a universal solution or a one-size-fits-all program for teaching reading to all students.
"Different children require different approaches to learn reading," she explained. "Those who need more support have unique needs that must be met through various combinations of strategies."
Regarding reading curricula, it is unclear which methods Ohio school districts are utilizing. Ohio law grants local schools and districts the authority to make decisions about curriculum, so there are no mandatory state guidelines, according to Ohio Department of Education Spokesperson Lacey Snoke.
However, one thing is evident: there are Ohio school districts that do not employ the science of reading method, and DeWine is actively striving to change that through his proposed budget.
"We have the knowledge and ability to resolve this problem," Tingley asserted. "And these children deserve our efforts to fix it."
Superintendent Thomas Gibbs from Athens City School District in Athens County stated that they currently approach reading instruction with a balanced literacy approach. However, he supports DeWine’s budget proposal for implementing the science of reading method. Gibbs emphasized the necessity of allocating funds in the budget to acquire new materials aligned with SOR and to support teacher professional development.
According to data from the Ohio Department of Education (ODE), Athens Schools’ third-grade English Language Arts reading scores have ranged from 9% to 29% for limited scores, 17% to 25% for basic scores, 13% to 22% for proficient scores, 11% to 20% for accomplished, and 12% to 34% for advanced scores between the 2017-18 and 2020-21 school years.
Ohio’s test scores declined in the latest report from the National Assessment of Educational Progress (NAEP), published in October. The proficiency rate for eighth-grade math decreased from 38% in 2019 to 29% in 2022. In reading scores for the same grade level, proficiency dropped from 38% in 2019 to 33% in 2022, based on NAEP data. Fourth-graders also experienced declines, with reading scores decreasing from 38% in 2019 to 33% in 2022 and math scores dropping from 38% in 2019 to 29% in 2022.
"I believe abandoning direct phonics instruction is one of the biggest educational mistakes we have made in the last three to four decades," McIntosh stated. "It has had disastrous consequences for Ohio’s children."
Roush vividly recalls her introduction to the science of reading method during Language Essentials for Teachers of Reading and Spelling (LETRS) professional development training around four years ago.
"It was one of those moments, as an educator, that felt like an ‘aha moment,’" Roush reminisced. "I wondered why we hadn’t been using this approach all along."
Having previously taught for 13 years at McKinley Elementary School within the Lisbon Exempted Village Schools in Columbia County, Roush witnessed struggling students attempting to read before the district implemented the science of reading approach.
"As educators, if we can prevent that frustration, it is our responsibility to do so," Roush asserted.
She recounted instances where students would look at a picture in a book near a word on a page and make an incorrect assumption based on the visual connection.
She started to observe a noticeable change after incorporating the methodology of reading science in her third-grade classroom.
"The students began to grasp the concepts," Roush explained. "The significant development was witnessing how they started to solve problems and effectively dismantle complex words. When encountering unfamiliar words, they had the necessary strategies to decipher their meaning."
Educators emphasize the importance of investing time in acquiring a comprehensive understanding of the science of reading method.
"As educators, it is our duty to prioritize the best interests of our students. If we have been utilizing a particular approach for an extended period that has proven to be ineffective, it is our responsibility to seek better knowledge and improve our methods for the sake of our students," Fontenot asserted.
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