North Carolina’s Literacy Transformation: Educators Embrace Science of Reading
In an ambitious stride towards enhancing literacy, over 44,000 educators in North Carolina have completed a rigorous professional development program centered on the science of reading. This development marks the conclusion of a transformative journey aimed at improving literacy outcomes for more than 770,000 elementary students across the state.
The professional development initiative, known as Language Essentials for Teachers of Reading and Spelling (LETRS®), commenced alongside the DIBELS 8 assessment and spans two years. This program is meticulously designed to furnish K-3 teachers with effective instructional tools grounded in extensive literacy research.
State Superintendent Catherine Truitt expressed her admiration, stating, “To say that I’m proud of these over 44,000 educators would be an understatement.” She highlighted their dedication to the LETRS® program, which aims to enhance student success and secure a brighter future for the state.
Marked improvements in reading proficiency have been observed since the enactment of the Excellent Public Schools Act in April 2021, which mandated science-based literacy training for K-5 educators. Over the past three years, North Carolina students have shown significant literacy progress, attributed to educators’ alignment with science-based teaching methods.
Preliminary data from the DIBELS 8 assessment indicates a substantial reduction in students below benchmark levels, with 69,732 fewer students struggling and a rise of over 245,680 students meeting or exceeding benchmarks. Notably, minority groups such as Asian, Hispanic, African American, and American Indian students in kindergarten through grade three have experienced an 18% improvement.
Building on this success, the North Carolina Department of Public Instruction’s (NCDPI) Office of Early Learning organized the first Collaborative EPP Science of Reading Summit in Cary. This event marked a significant step forward, evolving from previous gatherings funded by literacy grants. The summit aimed to ease the transition from pre-service to in-service teaching roles by providing essential resources aligned with the science of reading.
Amy Rhyne, Senior Director of the Office of Early Learning, noted, “NCDPI’s Office of Early Learning has been a partner in this work over the past few years… This collaborative summit provides EPPs a variety of resources and strategies to equip future teachers with tools aligned to the science of reading.”
The summit brought together leaders from over 30 North Carolina institutions, offering them insights into effective reading instruction and the implementation of LETRS®. Sessions also facilitated discussions on state and university-level literacy initiatives, aiming to establish coherent processes that bolster teacher preparedness.
Reflecting on the summit’s impact, Rhyne added, “We hope EPPs take the tools and resources from this week to better equip future educators for a seamless transition to leading their classroom in the science of reading when they walk in the door.”
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