Debates over how best to teach children to read and write have been raging for decades and have been rekindled with a recent surge of media attention on teacher preparation and literacy. Against this backdrop, the authors in the May 2019 issue of the State Education Standard lay out the complexities inherent to literacy instruction and argue that no single intervention or policy will suffice to close persistent achievement gaps. To move the needle, state policymakers must consider the full spectrum of research and focus on high-quality teacher preparation, continuous professional development, and rich curriculum to meet the needs of all students.
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The NASBE Interview: Meredith and David Liben
Reading by Third Grade: How Policymakers Can Foster Early Literacy
Quality professional learning and equity of opportunity have a big part to play.
By Nell K. Duke
Reading Comprehension: Two Approaches
Hint: One is better for building literacy.
By Barbara Davidson
Equipping Teachers to Align ELA Instruction to Standards
Louisiana has been an outlier.
By Julia H. Kaufman and V. Darleen Opfer
Writing Standards: Overcoming the Implementation Challenges
Teacher survey gives clues on how to improve writing performance.
By Gary A. Troia
Early Screening and Intervention for Students with Dyslexia
States should make early identification and help a priority.
By Senator Bill Cassidy and Dr. Laura Cassidy
Policies That Support Improving the Literacy Levels of English Learners
Research points to several ways to raise expectations and performance.
By Timothy Shanahan and Jana Echevarria
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