The Ohio Department of Education 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'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 Simple View of Reading
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 Development Continuum
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 Science of Reading
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 Literacy Academy
Literacy Links - Literacy Resources & Suggested Reading
IES WWC - What Works Clearinghouse - Practice Guides
Dyslexia Supports - ODE Resource Page
Ohio Literacy Academy On Demand - Content from Ohio's Literacy Academy 2021
The Science of Reading
View or Download Articles Selected by Our Literacy Specialists
A collection of recorded PD from Ohio Literacy Leads
SST 10 Videos & Recorded Sessions
Explicit Instruction Series (recorded sessions)
Resources for Remote Literacy Instruction
The Science of Reading: A Deeper Dive
The How-To of District Literacy Plans
Learn from Other Districts About SST 10 Supports for District Literacy Planning