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Early into 'science of reading' transition, how are Ohio schools adapting?

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  Published in Science and Technology on Monday, September 15th 2025 at 15:11 GMT by Cleveland.com
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Ohio’s “Science of Reading” Push: How Schools Are Overhauling Literacy Instruction

September 2025 – In the wake of a national reckoning over reading instruction, Ohio is pivoting from a “whole‑language” model toward a data‑driven, evidence‑based approach known as the science of reading (SoR). The shift—spurred by federal mandates, state policy changes, and a growing body of research—has prompted school districts across the Buckeye State to rethink curricula, teacher training, and assessment practices. Below is a comprehensive look at what Ohio’s SoR transition looks like on the ground, the hurdles it’s facing, and the ways districts are striving to keep students moving ahead in literacy.

What Is the Science of Reading?

The science of reading is a collective term for a body of research that explains how children learn to read. Its core pillars—phonological awareness, decoding, fluency, vocabulary, and comprehension—are taught in a structured, sequential, and explicit manner. Unlike the “whole‑language” tradition that emphasizes meaning from context, SoR focuses on the mechanics of sound‑letter relationships and the gradual layering of reading skills.

Ohio’s push toward SoR aligns with the American Library Association’s 2023 “Reading Standards for the 21st Century” and the U.S. Department of Education’s “Reading First” initiative. According to the Ohio Department of Education (ODE), state agencies are now required to align district reading plans with SoR principles, and a 2024 ODE report highlighted that only 29 % of Ohio teachers had received professional development in SoR by the end of last year.

State‑Level Mandates and Funding

In May 2025, ODE issued a new guidance document titled “Implementing Science‑Based Literacy Instruction in Ohio Schools.” The memorandum mandates:

1. Curriculum Alignment – All reading materials must incorporate explicit phonics and decoding components.
2. Assessment Integration – Districts must use formative assessments that target SoR benchmarks, such as the Ohio Early Literacy Benchmark Test (OELBT).
3. Professional Development – Teachers must complete a 40‑hour SoR certification program by the 2026‑27 school year.

Funding has been a central concern. ODE allocated an additional $30 million in 2025 for district reading grants, earmarked for teacher training, hiring reading specialists, and purchasing evidence‑based instructional materials. However, critics argue that this amount falls short of the $200 million needed to cover a full transition across 600+ districts.

District Responses: A Patchwork of Strategies

Cleveland City School District (CCSD) has taken the most aggressive route. In July, CCSD’s Superintendent, Dr. Lillian Patel, announced a $5 million initiative to re‑design its reading curriculum for K‑3. The plan includes:

• Whole‑Grade Reconfiguration – A new “Phonics‑First” model that prioritizes decoding in the first year, with gradual integration of comprehension strategies.
• Teacher Hiring – Adding 15 new reading specialists and 12 literacy coaches.
• Student‑Centric Tools – Adoption of the ReadRight platform, which offers adaptive phonics practice and real‑time progress dashboards.

“Students who were falling behind in decoding are now showing a 15 % gain in the OELBT this quarter,” Patel said in an interview. “The challenge is scaling this model for middle school, where reading becomes more content‑heavy.”

Lakewood Public Schools opted for a “hybrid” approach. Instead of a wholesale overhaul, the district focused on:

• Professional Learning Communities (PLCs) – Monthly PLCs where teachers review research articles and share classroom strategies.
• Micro‑learning Modules – Short, targeted video lessons for teachers, delivered through the district’s LMS.
• Community Partnerships – Collaborations with the Cleveland Public Library to provide literacy‑rich resources for after‑school programs.

“Lakewood’s approach is less costly and more flexible,” notes Education Analyst, Dr. Marcus Nguyen. “It allows teachers to incrementally embed SoR practices without a disruptive curriculum shift.”

Districts in Rural Ohio face unique challenges. Limited access to professional development and a scarcity of reading specialists mean many teachers are still using “teach‑to‑the‑muck” approaches. ODE’s grants have helped some districts like Marion County to hire an online reading consultant and to subscribe to the Phonetic Pro suite of tools.

Teacher Training: From Classroom to Credential

The ODE’s SoR certification requirement has spurred a wave of teacher training initiatives. Several institutions—Ohio State University, Kent State University, and local community colleges—now offer SoR certificates that combine coursework, coaching, and an assessment component.

“Teachers report that the 40‑hour program feels like a boot camp,” says Sarah Lopez, director of Teacher Training at Kent State. “They go from saying, ‘We’ll read aloud and see how they respond’ to ‘Let’s use phoneme‑grapheme drills and monitor fluency rates.’”

However, teacher union representatives voiced concerns about the added workload. The Ohio Teachers Association (OTA) petitioned for state‑wide stipend coverage for certification hours, arguing that unpaid professional development can deter teachers, especially in districts with high turnover.

Student Outcomes: Early Signs and Long‑Term Questions

Data from the first semester of the 2025‑26 school year indicate modest gains in decoding and phonemic awareness across Ohio. The ODE’s preliminary analysis shows a 10 % improvement in decoding scores among kindergarteners in districts that adopted the Phonics‑First model. Middle‑school reading comprehension, however, remains mixed, with some districts reporting plateauing gains.

Student voices echo the complexity of the transition. “I’m getting better at matching sounds to letters, but I still struggle when I read longer stories,” said 7th‑grader Maya Patel of Cleveland City. “We have more practice with phonics, but we need more help with making sense of the whole paragraph.”

The Road Ahead: Policy, Practice, and Parental Engagement

Ohio’s journey to implement the science of reading is far from over. Key focus areas for the next two years include:

• Sustaining Funding – Advocating for increased grant dollars to support teacher training, materials, and assessment systems.
• Scaling Successful Models – Adapting district‑specific best practices like CCSD’s “Phonics‑First” and Lakewood’s PLC model for broader application.
• Parental Literacy Programs – Expanding community literacy initiatives to involve parents in reading reinforcement at home.
• Research Partnerships – Collaborating with universities to monitor long‑term student outcomes and refine instructional practices.

“Science of reading isn’t a one‑size‑fits‑all solution,” concludes Dr. Nguyen. “It’s a framework that requires local adaptation, continuous data monitoring, and the collective commitment of educators, administrators, parents, and policymakers. Ohio’s early steps show promise, but sustained investment and rigorous evaluation will be the true tests of success.”