NCTQ’s (National Council on Teacher Quality) Policy Actions to Strengthen the Implementation of the Science of Reading.
NCTQ cautioned that government literacy reform initiatives do not include a strong implementation component. States expect teacher preparation programs to set mandated standards aligned to the science of reading in their reading methods courses, but this does not always happen. Find out more on government literacy reform efforts at https://www.nctq.org/publications/State-of-the-States-2024-Five-Policy-Actions-to-Strengthen-Implementation-of-the-Science-of-Reading.
It's nearly guaranteed that elementary teachers will teach students who struggle to read, including those with dyslexia. Rhode Island requires that teacher preparation programs teach their students the research behind dyslexia and other language-based learning difficulties. They provided links to this information on their website (ride.ri.gov/instruction-assessment/literacy/dyslexia-dysgraphia-dyscalculia-resource). Teacher candidates must also understand the intensity and explicitness of instruction a student may need to become a skilled reader and demonstrate how to differentiate and scaffold instruction to address reading difficulties. Education’s Faulty Foundation did not find any noteworthy information on scaffolding instruction on the website.
Louisiana’s Act 607 requires that all teacher preparation programs include no less than three credit hours on teaching students with dyslexia. The Louisiana Department of Education does not require teacher preparation programs to submit copies of syllabi for the courses that cover the required competences. They only require that they complete a checklist to attest that their courses teach all the required competences. NCTQ contends that it is important to include different types of evidence, such as syllabi of coursework, observing classes, and interviewing teaching candidates. In 2017 the Louisiana Department of Education used ESSA funds to develop an observation model focused on the teacher candidate’s experience. A team of PreK-12 teachers and teacher educators examined course content and observed reading methods courses. Within a month the team leader was to submit a report summarizing their findings and provide the institution with feedback and suggestions. The LDOE does not provide these reports as documents available to the public for review. States should provide specific criteria when providing feedback to programs, especially when reviewing for program approval and renewal.
All the competencies required by Louisiana Act 607 can be found in the handbook “Imagine the Struggling Reader is Your Child: We Can Do Better!!” at www.teacherspayteachers.com/store/crack-the-reading-code.
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