The Science of Reading in Action in Ohio Schools

“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.”



Science of Reading Toolkit


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 and district leaders


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.
    • Plan for course completion as an administrator, including discussion and follow up with other building leaders.
    • 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

fall 2024

  • Review guidance available for district and school leaders around professional development requirements in the science of reading and high-quality instructional materials in English Language Arts.
  • Continue professional development to support students across all content areas. 
    • Take Ohio’s Introduction to Dyslexia, Grades 4-12 Course in the Learning Management System
    • Take Ohio’s Introduction to the Science of Reading Course(s) in the Learning Management System
    • Consider working with your ESC or SST to provide facilitation alongside professional development completion to support application of new learning to classroom practice.
  • Review and select materials from the approved list of core curriculum and instructional materials, and review and select evidence-based reading intervention programs from the approved list, if needed.
  • Continue building knowledge around high-quality processes and for selecting and implementing HQIM through statewide webinars.
  • K-3 Reading Diagnostic
    • Kindergarten – First 20 days of Instruction
    • Grades 1-3 – By September 30th
    • RIMPs must be developed within 60 days of receiving Reading Diagnostic results
  • Fall Grade 3 English language arts test administration: Oct. 14-Nov. 1, 2024
    • Five consecutive school days, including makeups

Winter 2024/2025

  • Continue professional learning and job-embedded supports for new core curriculum and instructional materials and reading intervention programs.
  • Continue professional development to support students across all content areas. 
  • Tier 1 Dyslexia Screening
    • Kindergarten students: Universal (tier 1) screening must occur between the first day of January of their kindergarten year and prior to the first day of January of the following school year.
    • Grades 1-6: Upon parent request or teacher request with parent permission.

spring/summer 2025

  • Spring English language arts test administration: March 24-April 25, 2025
    • 15 consecutive school days, including makeups
  • Summer Grade 3 English language arts test administration: June 23-27, 2025
  • Register and attend the 2025 Literacy Academy (June 12, 2025).
  • Begin planning for training and implementation of new materials.
  • Summer Grade 3 English language arts administration window (June 24-28, 2025)

Webinars

ReadOhio Policy Hour Webinar

On Friday, Dec. 20th from 10 - 11 a.m., the Department will host The ReadOhio Policy Hour -  a monthly webinar where the Department’s literacy policy team will provide updates and answer questions about the Third Grade Reading Guarantee (Reading Diagnostic, RIMPs, High-Dosage Tutoring, and more), Dyslexia Support Laws, HQIM ELA Curriculum and Intervention requirements, Science of Reading Professional Development, and more. Please register for the webinar here.

Please send questions to ReadOhio@education.ohio.gov

Last Modified: 11/26/2024 3:00:10 PM