The US Department of Education has announced “Evidence-based literacy instruction” among its priorities for education grant funding. Maryland’s own variation of these concepts are already embedded in its Blueprint for Maryland’s Future plan.
Last week, the US Department of Education published a series of “Proposed Priorities” into the Federal Register for public comment prior to enactment. Among them is a focus on specific reading education approaches, collectively known as “Evidence Based Literacy.”
Read the complete filing on the Federal Register website. From the filing:
From an article on EdWeek:
The message comes as researchers, advocates, and state policymakers have pushed schools to align early-reading instruction to what the evidence shows works to improve students’ skills. More than half of states have passed legislation related to evidence-based reading instruction since 2019.
“Who isn’t in favor of evidence-based literacy instruction?” said Robert Pondiscio, a senior fellow at the American Enterprise Institute. “That should be an unambiguously good thing, regardless of where you are on the political spectrum.”
Maryland’s approach to this reading curriculum has been styled as the “Science of reading,” detailed on the State Department of Education website:
The Science of Reading: Turning Research into Results
The Science of Reading is a comprehensive and evidence-based approach to teaching and learning literacy skills, grounded in a deep understanding of the cognitive, linguistic, and developmental processes involved in reading. Unlike traditional reading instruction methods, the Science of Reading draws on a wealth of research to inform instructional practices that are proven to be effective in promoting literacy. Key components of this approach include explicit phonics instruction, structured literacy approaches, direct vocabulary instruction, and comprehension strategies.
Recent advances in technology and a greater understanding of neurobiology have allowed researchers and practitioners who work with typical and struggling readers to understand how reading develops in the brain and the skills that contribute to proficient reading. By grounding reading instruction in the Science of Reading, educators can make informed decisions about instructional methods and materials that are most likely to support students’ reading development to help them become proficient readers.
The Baltimore Banner ran an article today, entitled “Your kid learned the ‘science of reading’ this year. Here’s how to help it stick.” From their write-up:
This is what the “science of reading” looks like — learning letter sounds, “sounding out” words, and pairing repetition with joy. As of this school year, all Maryland schools must use these brain science-backed principles in reading instruction as the state seeks to boost literacy rates.
For more, deeper discussion on the “Science of Reading,” revisit the January 2025 episode of the Conduit Street Podcast, with a recorded-live conversation with State Superintendent Carey Wright, where she discusses the program at some length:
Blueprint for Success: Dr. Carey Wright’s Vision for Maryland Education