Across the country, Marzano Research works with states like Alaska, Colorado, Nebraska, Oregon, Montana, Washington, and Wyoming on literacy initiatives. These states and dozens of others are writing detailed guidance and pumping millions of dollars into evidence-based literacy practices in districts and schools, often referred to as the “science of reading.” Does this current state-level focus on literacy matter?
I think it does. Let me tell you why—from my personal perspective.
Several decades ago, I thought I was well prepared to teach elementary school reading as a first-year special education teacher who just graduated from the University of Virginia, home to the McGuffey Reading Center. I had the textbook learning.
I had studied the research that supports the science of reading. I knew how to conduct a “task analysis” to determine exactly what my students knew and did not yet know about reading. I knew many evidence-based strategies to teach reading effectively. Plus, I was young, energetic, and dedicated.
Despite all these advantages, I found teaching reading extremely challenging. I wasn’t a terrible reading teacher, but I wasn’t the teacher I wanted to be. In fact, it took me about five years to feel satisfied with my teaching and my impact on students’ literacy skills.
Here’s why—my school district did not have the system conditions in place to support reading teachers. It didn’t have a systematic way to assess what students needed in reading, it didn’t have a way to monitor student progress, and it didn’t have materials to reach all students, particularly those who struggled with reading, or those from cultural backgrounds that differed from the predominately white, middle-class educators in the district.
These problems persist today—many school districts don’t have what it takes to make “not-terrible reading teachers” into the teachers they aspire to be and the teachers that all students deserve. But, new state guidance and funding give many districts the opportunity to change for the better.
At Marzano Research, where I am a director, we’ve developed a number of services to help districts support literacy leaders and reading teachers as they implement science of reading initiatives:
Our Literacy Systems Review help districts ensure their literacy practices, supports, and assessment systems are grounded in research and evidence-based practices and designed to meet the needs of all learners.
Our Literacy Curriculum Adoption Support helps districts select and adopt evidence-based English Language Arts curricular materials.
Our Coaching for Literacy Leaders supports the development of district literacy leaders through coaching and consultation.
Our Literacy Multi-Tiered System of Support Technical (MTSS) Assistance provides district and school-level support and assistance to formalize MTSS within the context of each school.
I am so happy to be part of the Marzano Research team that developed these useful materials. I hope that more literacy leaders take a close look at how their districts and schools can support reading teachers so that all students can become strong readers.
Interested in how Marzano Research can support your school or district with literacy? Reach out to Caitlin Scott.
Caitlin.Scott@marzanoresearch.com or 508.680.9658
