Equitable Literacy Instruction Part 2: Ensuring the Science of Reading Works for All Children

In January, CGLR hosted a GLR Learning Tuesdays webinar featuring the Children’s Literacy Initiative (CLI) to explore the assertions in CLI’s report released last fall, Equity and the Science of Reading. The report recognizes the science of reading as a foundational body of research that is essential for informing effective literacy instruction to foster children’s reading proficiency. The report also asserts that the translation of the science of reading into classroom practice requires critical attention to ensure that instructional techniques are implemented in a way that is driven by a focus on equity. The January session engaged experts in elucidating the multiple sciences of reading and the extensive research that demonstrates how to best engage and instruct English language learners and honor the many assets of diverse learners. In this upcoming follow-on session, we look forward to taking the research a step further by exploring the policies and practices that lead to the greatest efficacy — for all students — in gaining literacy skills. 

Join us on April 15, from 3–4:30 p.m. ET, for another opportunity to learn from the CEO of CLI, along with other advocates and resource providers, and to examine the federal, state, and local policies that help to ensure what actually happens in the classroom will lead to efficacy in the implementation of the science of reading. We will build on our previous discussion by exploring how policy can drive the instructional practices that are applicable and absorbable by multiracial and multilingual students who, research demonstrates, gain literacy skills at higher rates when they have the opportunity to connect what they are learning with what is familiar to them. We will discuss how to make sure the sciences of reading are implemented in ways that are effective for the diverse range of students in America’s classrooms.