Equitable Literacy Instruction: Ensuring the Science of Reading Works for All Children

The science of reading has been the focus of legislation in states across the country in recent years, but it is often misunderstood and discussions about it often ignore the importance of considering the varied backgrounds and needs of diverse students. At the Children’s Literacy Initiative (CLI), we recognize the science of reading as a foundational body of research that is essential for informing effective literacy instruction to foster children’s literacy success. We released a report last fall that acknowledges how this science can help educators implement teaching strategies to enhance reading skills from an early age and that outlines concerns about how this science is being translated into practice and applied. As the focus on the science of reading grows, we believe that ensuring instructional techniques are implemented in a way that is driven by a focus on equity is essential and requires attention. By supporting educators in building both their literacy content and culturally sustaining practices, we can better serve the unique and diverse needs of all children in the classroom. We know that the CGLR Network is steeped in the science of reading and is committed to ensuring it is implemented equitably and effectively in early learning classrooms.

We hope you will join us on January 14, from 3–4:30 p.m. ET, for a conversation with experts in the field as we discuss some of the misunderstandings about the science of reading and explore how to ensure equity and culturally sustaining practices are integrated into implementation and instruction. CLI will be joined by leaders from Boston University, the Children’s Equity Project and Sobrato Early Academic Language to explore what it will take to transform literacy instruction for English language learners and other diverse learners in our classrooms, ensuring every child has the opportunity to succeed.