Educate Maine, a statewide non-profit organization whose mission is to improve education and workforce training for all students, last week released a key report on the status of literacy education in Maine schools: Reading at Grade Level in Third Grade Is Imperative,
which summarizes the findings and made policy recommendations for the next governor and legislature to consider.
One of the key tenets of this report is the importance of using evidence-based practices to facilitate literacy development in students. It should be noted that MSAD 51 has already implemented most of the recommendations found in this report.
In the past, I have written about the importance of both phonics and comprehension as part of the process of reading. This was in response to recent research that strongly recommends balancing classroom literacy practices after decades of "whole language" approaches in schools across the United States. A literacy audit conducted as part of our Strategic Plan in 2018-19 found gaps in foundational literacy skills that led to greater examination of our instructional methodology. Over the last several years, elementary teachers and staff have learned more about approaches that align with recent research on literacy acquisition, also known as the Science of Reading, which is not a 'program' but an approach that helps students deconstruct reading in ways that best set them up for success by using research-based instructional methodology. Being able to read fluently, i.e. at a comfortable pace with precision, is the goal of early readers. Reading proficiency is based on both the ability to decode (convert written words into speech) and comprehension (being able to understand what is decoded).
Our district's comprehensive PK-5 literacy pilot in 2024-25 ultimately led to the purchase of Core Knowledge Language Arts (CKLA) beginning in the 2025-26 school year. CKLA offers our students a cohesive curriculum resource across the elementary learning continuum and is specifically designed to include interactive read alouds, grade level text materials, and individual decodable reading books. CKLA uses multi-sensory phonics, sequenced texts that are rigorous and relevant, content knowledge in other subject areas like science and social studies, and writing development.
Additionally, in line with the report published by Educate Maine, teachers at MIW have taken the rigorous LETRS course to better understand the components of the Science of Reading and the foundational nature of reading acquisition. Over the years, we have invested in additional literacy specialist/interventionist positions throughout the district to provide support to teachers around sound instructional practices, along with providing direct services to students who require additional reading and writing support.
I wish to thank all of our educators who have been involved in bolstering our literacy offerings over the past few years, helping our students have access to the most current methodology and strategies for future success.
