New York’s Reading Revolution: Transforming Reading Education Like Never Before!
In a strategic move addressing the concerning state of education and literacy in New York, Governor Kathy Hochul has introduced the “Back to Basics” plan, signaling a direct response to the state’s lagging reading levels. The initiative aims to revolutionize reading proficiency, particularly in Western New York, where communities are grappling with the challenges of literacy education. Offering crucial insights into this transformative plan is John Strong, an assistant professor at the University at Buffalo and a former high school English teacher.
Strong’s analysis sheds light on the impending changes in curriculum and teaching methodologies that will be ushered in by the “Back to Basics” plan. According to Strong, school districts will undergo a significant transformation, aligning their curriculum, instructional strategies, and teacher professional development with evidence-based practices rooted in the science of reading by September 2025. This shift will bring forth a more explicit and systematic approach to foundational reading skills, emphasizing phonemic awareness and phonics, particularly in early education.
The literacy challenges facing New York are intricate and multifaceted, with systemic barriers disproportionately affecting students of color, those in urban schools, and those experiencing poverty. Strong points to these disparities and acknowledges the role of the pandemic in exacerbating them. The limited face-to-face instruction during the COVID-19 pandemic further widened the achievement gap, necessitating urgent intervention.
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However, Strong and his colleagues are not mere observers in this educational crisis. Actively engaged in initiatives like high-dosage tutoring, they have witnessed promising effects on early literacy. Their collaboration with local elementary schools since the summer of 2021 underscores their commitment to differentiated reading instruction.
Addressing the critical issue of teacher preparation, Strong candidly discusses the existing gaps and the potential for improvement. He underscores the importance of scientifically-based reading instruction, covering essential components such as phonics and fluency. Notably, a recent report highlighted that only half of teacher preparation programs nationwide adequately prepare teachers in these crucial components, emphasizing the need for enhanced training.
The University at Buffalo (UB) emerges as a trailblazer in addressing these educational needs. Their Teacher Residency Program and UB Teach Combined BA/EdM Program provide pre-service teachers extensive opportunities to apply their literacy knowledge in real classrooms. Strong is particularly enthusiastic about a new Literacy Coaching Microcredential designed to prepare literacy professionals to coach teachers in scientifically-based reading instruction.
However, the focus on literacy doesn’t stop at early education. Strong and his team are directing efforts towards upper elementary grades through the Read STOP Write project. This innovative program targets fourth- and fifth-grade students struggling with reading comprehension in science and social studies. Strong’s initiative showcases a commitment to literacy that extends beyond the foundational years, aiming to provide support aligned with the science of reading to children in the upper-elementary grades.
As Governor Hochul’s “Back to Basics” plan unfolds, educators like Strong are not just adapting to these changes; they are actively shaping them. Their work, deeply rooted in the science of reading, goes beyond meeting basic state requirements. Instead, it seeks to foster a more inclusive environment for literacy development, envisioning a future where reading is not merely a skill to be mastered but a gateway to lifelong learning and success.
In this collective effort, Strong sees the potential for a brighter future for New York’s students—a future where literacy becomes a transformative force, empowering individuals to navigate the complexities of the world and ensuring equitable educational opportunities for all.
