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Literacy

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The Ohio Department of Education & Workforce aims to increase student achievement through improving language and literacy outcomes for all students. A successful language and literacy framework is built on five interrelated components—teacher capacity, shared leadership, multi-tiered systems of support, parent partnerships and community collaboration.

SST10 supports these efforts with technical assistance and professional development to districts. To learn more about Ohio's Plan to Raise Literacy Achievement, visit Literacy Ohio on the Ohio Department of Education & Workforce's website. 

SST 10's Regional Literacy Specialist also compiles a monthly Regional Literacy Newsletter providing information on literacy in Ohio, including state updates and additional learning opportunities and resources. 

The Department is pleased to announce Ohio’s Dyslexia Guidebook is available. As required by Ohio law, Ohio’s Dyslexia Guidebook contains best practices and methods for universal screening, intervention and remediation for children with dyslexia or children displaying dyslexic characteristics and tendencies. Districts and schools should use the guidebook to access critical information for successful implementation of Ohio's dyslexia support laws.
 
The Department's available supporpts and resources to support schools with Ohio's dyslexia legislation are available here.
 
If you have questions or need additional support, email our Regional Literacy Specialist at [email protected], call our office at (937) 236-9965 or email [email protected].

The term the “science of reading” refers to the corpus of knowledge that includes what science has determined to be relevant to reading, reading acquisition, assessment of poor reading, and the interventions available for poor readers. The science of reading involves precisely what science has discovered to be relevant not only to reading, its subskills, and reading acquisition but how to modify experiences such that poor readers can become competent readers. This knowledge includes phonology, phonics, orthography, fluency, vocabulary, comprehension, neuro-processing as it relates to reading and its genetic basis, visual, perceptual and memorial processing, the various writing systems, the alphabetic principle, and letter-sound correspondences, among other areas.- Hurford, et al. 2016 

David P. Hurford, Alex C. Fender, Courtney C. Swigart, Thomas E. Hurford, Brogan B. Hoover, Shanise R. Butts, Kayla R. Cullers, Jordan L. Boux, Stephanie J. Wehner, Jordan K. Hevel, Lauren P. Renner, Keith B. Overton, Julie D. Dumler & Laura M. Wilber (2016) Pre-Service Teachers are Competent in Phonological Processing Skills: How to Teach the Science of Reading, Reading Psychology, 37:6, 885-916, DOI: 10.1080/02702711.2015.1133464

Ohio's literacy plan is grounded in the theoretical framework identified in the Simple View of Reading. The Simple View of Reading is a formula based on the widely accepted view that reading includes two basic components: decoding (word-level reading) and language comprehension. 

 

 

 

Language and literacy develop along a continuum. Starting at birth, children develop skills and move through and between the phases of emergent, early, conventional and adolescent literacy (Figure 7). Aspects of these phases overlap. Ohio will continue to provide learners individualized, differentiated support and instruction across the continuum. Although some descriptions of these phases of literacy development include reference to age or grade level, Ohio’s vision and plan include all learners in all phases of literacy development, regardless of age or grade, and presumes competence for all learners.

Click on a phase along the continuum below for more information & resources:
 
 
The Ohio Department of Education & Workforce's annual Literacy Academy has content from previous years available on demand. For more information about the Ohio Literacy Academy On Demand and other updates, visit Ohio's Literacy Academy. 

Read Ohio
Literacy Links - Literacy Resources & Suggested Reading

IES WWC - What Works Clearinghouse - Practice Guides

Dyslexia Communication Tools for Schools (Ohio Family Engagement Center)


Laura Jones - SST 10 Regional Literacy Specialist
Pamela Young-Groach - SST 10 Urban Literacy Specialist
 
Literacy Contacts for the Department of Education & Workforce

Ohio's Dyslexia Support Laws - [email protected]
Third Grade Reading Guarantee - [email protected]
Reading Achievement Plans - [email protected]
Reading Improvement Plans - [email protected]
General Literacy - [email protected]