Last Updated: 2/28/2022 6:38 PM

Literacy Ohio


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. 

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. 

The simple view of reading: word recognition x language comprehension = reading 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:

Emergent Language and LiteracyEarly Language and Literacyconventional language and literacyAdolescent Language and Literacy  (figure 7)

Reading Rope Infographic

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