Where the Science of Reading Meets the Science of Instruction

Ohio is committed to supporting the science of reading in districts and schools across Ohio. Governor DeWine and his team continue to demonstrate support for educators by visiting schools across our state.
Gov. DeWine visits Medill Elementary School to see literacy program
Gov. DeWine meeting with children at school in Lancaster

“Science of reading” means an interdisciplinary body of scientific evidence that:   

  • Informs how students learn to read and write proficiently from early childhood through adolescence.
  • Explains why some students have difficulty with reading and writing.
  • Indicates that all students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing to become effective readers.
  • Does not rely on any model of teaching students to read based on meaning, structure and syntax, and visual cues, including a three-cueing approach

The interdisciplinary body of scientific evidence is the research. From this research, educators have to transform it into instructional practices that include the use of quality instructional materials. Learning to read is not a natural process. We use systematic and explicit instructional practices to train the developing reading brain. Structured literacy practices help all readers develop the pathways in the brain necessary for skilled reading. Nancy Hennesy gives us An Overview of Structured Literacy how it supports the “science of instruction.”


Whether just getting started or already implementing the science of reading, this toolkit provides resources school leaders, teachers and families can use throughout the year.

Tips for Superintendents

Tips for PrincipalS

  • Continue building your background knowledge in the science of reading as an instructional leader
  • Plan for operationalizing the science of reading at the building level.
  • Leverage shared leadership for advancing literacy initiatives.
  • Building leaders: Plan for professional development in the science of reading.
    • Review the information on the HB33 Professional Development in the Science of Reading and Frequently Asked Questions, including similar trainings that meet the requirement.
    • Work with district leaders to identify educators who will be required to complete professional development in the science of reading. Have teachers in grades 2 and 3 begun or completed the dyslexia professional development? Have intervention specialists in grades 4-12 begun or completed the dyslexia professional development?
    • Review the course pathway options developed by the Department and plan for how educators will complete this requirement by June 30, 2025.
    • Plan for course completion by educators, including timelines, expectations and coaching to support application to classroom practice.
    • Contact your educational service center and/or state support team for facilitation support, if needed.

Tips for Educators

Tips for Families

  • Learn more about dyslexia.
  • Partner with your child’s teacher and school.
    • Leverage this toolkit from the National Center on Improving Literacy for ways families and schools can work together to support children’s literacy success in and out of school.
  • Day By Day Ohio Family Literacy Calendar
    • A perpetual calendar that provides early literacy resources for young children and their families. It features daily songs, activities, book recommendations, and videos to support the development of pre-reading skills and prepare children for school.
  • Help your child read and write with practical strategies based on evidence.
  • Read Together, Grow Together provides tips for every adult who shares the joy of reading with a child. They are based on best practices and can be used with any books that you have. 
  • Sign up for Dolly Parton's Imagination Library of Ohio.

Read Ohio Implementation Timeline


  • Register for the 2024 Literacy Academy.
  • Spring administration of Ohio’s State Test for grade 3 English language arts (March 25–April 26).
  • Review and select materials from the final approved list of core curriculum and instructional materials
  • Review and select evidence-based reading intervention programs for the initial approved list.


  • Attend the 2024 Literacy Academy (June 10-11, 2024).
  • Begin planning for training and implementation of new materials.
  • Summer Grade 3 English language arts administration window (June 24-28, 2024)

Last Modified: 3/1/2024 3:47:35 PM