Maryland Adopts Science of Reading Initiative to Improve Literacy Rates
Interim Superintendent Unveils Resolution Requiring Science of Reading Instruction
In a bold move to tackle Maryland’s persistent literacy challenges, Interim State Superintendent of Schools Carey Wright introduced a resolution on Tuesday, January 24, 2024, mandating all public schools to adopt the science of reading as the foundation for their reading instruction. This comprehensive approach, rooted in neuroscience and phonics, has demonstrated remarkable success in improving literacy outcomes, particularly among vulnerable populations.
The Mississippi Miracle: A Model for Success
Wright, who previously served as the Mississippi state superintendent, credits the science of reading as a pivotal factor in Mississippi’s remarkable turnaround in literacy rates, earning the state the moniker “Mississippi Miracle.” Through years of dedicated effort, Mississippi witnessed a significant surge in literacy proficiency, especially among students from disadvantaged backgrounds, minority groups, and those with disabilities.
Governor’s Support and Sense of Urgency
Governor Wes Moore expressed his unwavering support for the initiative, emphasizing the pressing need to address the unacceptable reality that over half of Maryland’s third graders fail to achieve reading proficiency by the end of the third grade. The policy will take effect in the upcoming academic year, signaling a concerted effort to elevate literacy standards across the state.
The Science of Reading: A Foundation for Strong Reading Skills
The science of reading emphasizes the importance of five key components in developing strong reading abilities:
1. Phonological Awareness: The ability to recognize and manipulate the sounds that make up words.
2. Phonics: The relationship between letters and the sounds they represent.
3. Fluency: The ability to read smoothly, accurately, and with expression.
4. Vocabulary: The knowledge of words and their meanings.
5. Comprehension: The ability to understand and interpret what is read.
Maryland’s Literacy Rates: Room for Improvement
Despite recent gains, Maryland’s literacy rates remain below satisfactory levels. Only 48% of third graders scored proficient in reading on the Maryland Comprehensive Assessment Program (MCAP) in 2023, a key indicator of educational development in the state. The proficiency rate across grades three through eight hovers at 47%.
At the national level, Maryland ranked 40th and 25th in the fourth and eighth grade National Assessment of Educational Progress (NAEP) exams, respectively, reflecting the need for substantial improvement in reading proficiency.
Ambitious Goal: Top 10 Ranking in NAEP Reading
Superintendent Wright and the state board have set an ambitious target as part of the literacy initiative: propelling Maryland into the top 10 states in reading proficiency on the fourth and eighth grade NAEP exams by 2027. This audacious goal serves as a benchmark for measuring the effectiveness of the science of reading approach.
Patchwork of Reading Instruction: A History of Disparity
Prior to the adoption of the science of reading resolution, Maryland employed a fragmented approach to reading instruction across its 24 school districts. The vast majority of districts had implemented some elements of the science of reading in order to qualify for federal grants during the COVID-19 pandemic, but there remained inconsistencies in instruction and methodology.
Balanced Literacy vs. Science of Reading: A Contentious Debate
The resolution’s emphasis on the science of reading has reignited the long-standing debate between proponents of phonics-based instruction and those who advocate for a balanced literacy approach that emphasizes whole word recognition and context clues. This debate, often referred to as the “Reading Wars,” has polarized educational circles for decades.
Anne Arundel County Embraces Science of Reading
Anne Arundel County, one of the last holdouts to adopt a science of reading curriculum, recently approved a six-year, $19.5 million contract to implement the method. This decision marks a significant shift away from the balanced literacy approach currently used in the county’s elementary schools.
Evidence-Based Approach: The Science of Reading’s Strength
Superintendent Wright maintains that balanced literacy has failed to deliver the desired results and points to the success of the science of reading in Mississippi as a compelling argument for its adoption. The science of reading draws upon decades of research in neuroscience, psychology, and linguistics, providing a solid foundation for effective reading instruction.
Comprehensive Implementation Strategy
To ensure the successful implementation of the science of reading initiative, the state education department is undertaking a multi-pronged approach:
1. Teacher Training and Professional Development: Teams of literacy teachers will conduct reviews and provide guidance to school districts in developing their reading instruction programs. The department is collaborating with colleges and universities to enhance teacher preparation and professional development, aligning them with the principles of the science of reading. The state’s licensure renewal process will also incorporate these principles.
2. New Leadership: Tenette Smith, a former elementary reading leader in Mississippi, has joined the Maryland education department to lead literacy instruction. Her expertise will be instrumental in implementing teacher coaching and professional development programs.
New Standard for College and Career Readiness
In a related development, the state board unanimously approved a new standard to determine a high school student’s readiness for college or a career after graduation. This move signals a departure from the reliance on standardized tests as the sole measure of readiness.
Multiple Pathways to Success
The new standard provides students with two options to demonstrate their readiness:
1. Achieve a minimum GPA of 3.0, along with earning an A, B, or C in Algebra 1 or scoring proficient in Algebra 1 on the MCAP.
2. Score proficient in both Algebra 1 and English 10 on the MCAP.
Inclusive and Predictive
The goal is for all students to meet this standard by the end of their junior year, if not sooner. The education department emphasizes the importance of starting preparation for these standards in elementary school to ensure student success.
Conclusion: A Resolute Commitment to Literacy
The adoption of the science of reading resolution and the establishment of a new standard for college and career readiness represent a concerted effort by Maryland’s education leaders to address the state’s literacy challenges. By embracing evidence-based instruction, providing comprehensive teacher support, and creating multiple pathways to success, Maryland is poised to make significant strides in improving literacy outcomes for all students, regardless of their background or circumstances.