Early Literacy Archives — Page 8 of 12

How to Create High-Quality Head Start Preschools for Early Learning

Jan 12, 2023 | Early Literacy, Equity in Education, Holistic Learning

Do high-quality preschools exist? Yes, but mostly for higher-income families.

According to Emily Griffey, Policy Director of Voices for Virginia’s Children, there is a 19-point disparity between the percentages of high-income and low-income families that can afford preschool for their children.

There are many initiatives to expand accessibility to public Head Start preschools, but such accessibility has to be matched with quality, or there is a risk of perpetuating the cycle of inequity.

In this blog, Sprig argues the case for high-quality preschools, addresses the issue of accessibility, and then gives the indications and characteristics that would be required to create a high-quality public or private early learning program.

The Case for High-Quality Preschools

In her essay for the Washington Center for Equitable Growth, Taryn Morrissey narrows down the major reasons that warrant greater policy attention to early education.

To summarize, high-quality education:

promotes child development and learning, and reduces inequities for those in disadvantaged communities.
helps parental employment by providing a safe and quality environment for learning for their kids.
forms the necessary backbone of the economic infrastructure.

Thus, high-quality preschools have both a short-term and long-term impact on school children and their communities.

The community is able to thrive knowing that the child is growing in a safe and excellent setting that is favourable to learning.

As the child grows older, there is a net spillover effect, where they contribute to the larger economy.

A study of 22 longitudinal studies, conducted between 1960 and 2016, showed that the attendees of early childhood education programs were:

less likely to be placed in special education
less likely to be held back a grade
more likely to graduate from high school

These positive outcomes demonstrate that, when available, high-quality preschools make a huge difference in early learning.

Are There Enough High-Quality Preschools?

It’s tough to say if there is a shortage of preschools. Invariably, every preschool classroom does not fill the capacity of the maximum of 20 children per two trained adults, as recommended by the Office of Child Care in the US. However, even when this happens, quality can be impacted as more children require increased teacher attention.

In the US, state-funded preschool and Head Start programs serve less than 1 in 3 eligible early learners.

The National Institute of Early Education Research (NIEER) says that the quality standards remain “far too low” for these programs, and were only exacerbated by the pandemic. As low-income families weigh their options, homeschooling or daycare may seem like better alternatives if the quality of preschools garners a bad reputation.

Which prompts the question….

What Does High-Quality Early Childhood Education Look Like?

High-quality preschools are both academic and play-based. A high-quality curriculum is specifically designed to present skills and concepts to schoolchildren in an order that matches their level of development.

In the process, formative assessments are used to address achievement gaps in underperforming students. It increases student engagement and leads to greater teacher satisfaction.

Hence, high-quality preschools do not merely focus on providing the best early childhood education experience, but also have innate differentiated instruction to cater to the needs of every child in the classroom.

High-Quality Indicators

There are scales available to measure the quality of preschools such as the Early Childhood Environment Rating Scale (ECERS).

The ECERS contains 35 items organized into 6 categories of Space and Furnishings, Personal Care Routines, Language and Literacy, Learning Activities, Interaction and Program Structure.

The focus is on building oral language as foundational literacy concepts and moving to reading when appropriate.

The Language and Literacy category includes “helping children expand vocabulary”, “encouraging children to use language”, “encouraging children’s use of books” and “becoming familiar with print”.

Also, under Learning Activities, the promotion of diversity and the appropriate use of technology are suggested. Tools like Sprig Library combine these recommendations into one effective and culturally responsive learning experience. The app offers interactive story books that support oral language development, while introducing Indigenous themes, illuminating diversity.

An equal mix of self-learning and group learning is ideal for high-quality preschool programs.

As seen in the ECERS scale: to address self-learning, “space for privacy” appears under the Space and Furnishings category, and “individualized teaching and learning” appears under Interaction.

To address group-learning, peer learning is recommended under Interaction, and “whole-group activities” is listed under Program Structure.

The High-Quality Checklist

The NIEER recommends the following considerations when building a high-quality preschool program. A high-quality preschool Head Start program must:

cultivate positive relationships between teachers and children.
adequately equip the classroom with sufficient materials and toys.
ensure regular communication that involves mutual listening, responding and encouragement to use reasoning and problem solving.
offer opportunities for multiple kinds of play.
provide materials and activities to promote understanding of diversity.
nurture parental involvement in the program.

Additionally, The National Association for the Education of Young Children recommends a staff to child ratio of 1:10 for preschools, with a maximum class size of 20 students.

Furthermore, the fair compensation and professional development for all teachers and staff are very important components of administering and maintaining a high-quality preschool program.

Wherever they are not compensated adequately and on equal terms with K-12 educators, there is a higher risk of turnover.

Need for Consistency and Assurance

Consistency of Early Educational Experience

Literacy assessment data from the US show that almost half of kindergartners were falling below grade-level benchmarks partway through the 2020-2021 year. The setbacks were more pronounced in marginalized communities.

This is a case where the quality of preschools fell short of expectations. The data shows that preschoolers need consistent in-person interaction with educators.

Whenever this consistent learning environment is uprooted (due to any natural calamities or a global pandemic), it’s important to have a contingency plan in place that uses hybrid or remote learning, depending on how soon it’s safe to go back to school.

Assurance of High-Quality

The rate of return on human capital investment is at its highest from birth to age 5. When children attend any sort of structural school system for the first time, it’s important that they receive the best education and are assured of continuing in the program.

There can be a trade-off sometimes between targeting skills and the whole child. While it’s true that targeting specific skills such as literacy and numeracy increases achievement in those areas, a whole child curriculum is often better at ensuring quality of classroom processes.

It doesn’t have to be either-or. With holistic learning, you tend to the whole child by involving their teachers, parents and the community to support their needs and safety. But you also focus on particular academic skills by offering leveled activities that are fun to do.

Looking Ahead

There is help available to build high-quality Head Start preschools or transform existing preschools into a high-quality Head Start program. However, while there is more funding to increase accessibility, it must be matched with increased quality.

Sprig believes that the indications, checklist, and considerations described in this article can be used to establish both new and upgraded high-quality preschools and head start programs.

Go to Sprig Blog

30 Amazing Early Learning Statistics From 0 to 100!

Jan 5, 2023 | Early Literacy, Equity in Education

In early learning, there are so many statistics that often get used and recycled to emphasize certain points.

It’s a good exercise to pause, step back and reflect on the messages conveyed by each statistic. This allows you to identify trends and general early learning patterns.

Early learning, also known as early childhood education, refers to the education a child receives from birth to age 8. Age 8 roughly corresponds to the grade 3 in most school systems.

Early Learning Statistics and Commentary

These early learning statistics, starting from zero, all the way to a hundred, are divided into 10 sections. As statistics can be spun in many different ways, Sprig Learning provides commentary on each number.

0 and Up

School readiness begins from birth, and abilities can be acquired in infants aged 0 to 12 months.

Early learning begins at birth! There are developmental milestones listed as early as 2 months. Early Head Start Programs serve infants and toddlers under the age of 3. It shows why there is a need for systematic education for that age group.

$1 billion was awarded to the Head Start Program in the United States as a part of the American Rescue Plan.

This additional $1 billion brings the total Head Start (ages 3-5) and Early Head Start (ages 0-3) funding to above $10 billion for 2021.

There was an average missed learning of 2 months throughout the world in kindergarten through third grade.

The pandemic affected all facets of life, including early childhood education. In the crucial early years of development, the 2 missed months of learning can have a compounded effect later on, if not addressed.

Only 10 % of 3-5 year olds remained in the same program on the same pre-pandemic schedule during the pandemic.

Only 1 out of 10 schoolchildren had any sense of continuity during the course of COVID-19. Again, the threat of discontinuity and inconsistency of education in the early years is something that should be examined more closely.

Children’s academic success at ages 9 and 10 are determined by the amount of conversation they heard from birth to age 3.

There are multiple variations of this one statistic, but it demonstrates the necessity of parental involvement in the early years to instill oral communication in their children. Development of oral language is an important indicator of success in the later years.

The 10s

Going to preschool reduces the rate of special education placement by 10%.

This is extremely important to take into account, not because of the lack of importance of special education (which is very much needed), but the costs of special education placements and the fact that such placements are preventable via early enrollment.

Students from minority communities attended school districts that received nearly 13% less state and local funding compared to those school districts that had fewer students of colour.

Education inequity cannot be swept under the rug. With the expansion of high-quality and affordable early learning programs, there is hope that such inequity will dissipate over time. Proper early childhood assistance is an amazing equalizer in terms of school readiness.

Early learning increases high school graduation rates by 14%.

Supporting the last point, this is again a reminder that attending and progressing from preschool to Grade 3 is linked to academic success later on. Thus, it’s very important to extend whatever support that is necessary during this time period.

Going to preschool reduces the chance of being held back in a grade by 15%.

Before one can even graduate highschool, it is important that they progress through each grade. This further establishes the link between enrolling early into a school system and successful graduation years later.

Each dollar spent on a high-quality preschool program can yield a 2 to 17 times return on investment.

The benefits of preschool attendance do not stop at academic success. When considering everything the child eventually contributes to the economy and the society, the ROI is thoroughly justified.

The 20s

Children growing up in homes with 20 or more books receive an equivalent of 3 years of more schooling.

Education resources, both inside and outside the classroom, are so important to early childhood development. Books are one of the best sources for learning, which can be read to kids, and which kids can learn to read themselves.

Pre-k enrollment during the pandemic in the US declined by 22%.

Given everything that is discussed thus far on the importance of pre-k, it is discouraging to see that a major catastrophe such as a pandemic or natural disaster can discourage enrollment in pre-k. Even if remote learning can be arranged at such times, situational stress and safety concerns seem to have a discouraging effect on enrollment.

The 30s

Socio-emotional skills gained by early learners contribute to academic motivation, which is responsible for 30% of the effects on student achievement.

There are other forms of learning, besides just cognitive, which have a tremendous impact on both academic and non-academic success for a child.

Children in wealthier families hear 32 million more words by the time they reach age 4.

In the very famous study conducted by Hart and Risely, where children from wealthier families were exposed to more words in an hour compared to children from less wealthier families, the difference added up to a gap by the time both groups turned 4.

Admittedly, the statistic is worded to provide maximum shock, but the point still stands. Expanding vocabulary in the early years is paramount.

34% of 4 year olds in the US were not enrolled in preschool in 2020.

After all aforementioned benefits of preschool, the fact remains that a sizable chunk of children are not enrolled in preschool. The reasons for this are wide-ranging. Understanding them would address the causes of education inequity.

The 40s

Early learning programs lead to 40% reduction in lifetime arrests.

There are positive and negative externalities of early childhood education. Most of the positives have been mentioned such as graduating high school and becoming a productive member of society.

It also helps to look at what can be avoided, such as crime. This happens when young students are beneficiaries of an education program that goes beyond just academics and teaches them values.

Effective teaching can improve student performance by up to 45 percentile points.

No early learning program is successful without effective teachers. When teachers have the right resources and infrastructure, they are able to do their work well and make a huge difference in early learning.

49% of 3 year olds in the US were not enrolled in preschool in 2020.

Almost half of the 3 year old children in the US were not enrolled in preschool in 2020. This is in contrast 34% of 4 year olds who were not enrolled in preschool. It makes sense that the older children get, the greater the likelihood they will be admitted to school.

But on the heels of everything mentioned in this article about the importance of starting early, there is a lot more work to be done in providing access to high-quality education to 3 year olds.

The 50s

Children’s books have 50% more rare words than primetime television.

Pound for pound, books are one of the best resources for learning. Not worksheets, or tablets, but traditional paper books. They are designed to fast-track learning and provide a type of learning experience that is more permanent. It’s why here at Spig Learning, levelled readers and storybooks are such an essential part of our early learning programs.

The 60s

60% of teachers in the US rated the effectiveness of remote learning between one and three out of ten.

Remote learning may be great as a contingency plan, but it is not the preferred method for teaching. Transitioning out of the pandemic, both students and teachers would favour in-person classrooms for high-quality learning.

65% of 3-4 year olds whose parents did not complete high school, are not enrolled in preschool.

This speaks to the intergenerational nature of the inequity in education. It’s been found that when two successive generations of people are educated by the Head Start Program, the latter generation fares better because of improved parenting from previous Head Start attendees.

The 70s

70% of elementary school principals say that they could not meet their students’ mental health needs with the staff they had.

This is why educating the whole child is so important, rather than focusing on academics only. Holistic learning is a great approach that focuses on the mental, emotional, physical and spiritual side of growth which can mitigate any emergent conditions later on.

In NYC, the lowest annual fee for a private school is $1280, while the highest is $72,725.

Based on all these statistics, it’s clear that there is a need for preschool. Sprig Learning has written on the qualities that make a high-quality preschool program. This statistic however looks at the private sector, and it demonstrates just how much value can be added on to a program in terms of quality.

75% of children from middle-income families started school “ready to learn”, compared to 48% of children from low-income families.

Inequity emerges again as a major issue, as kids from families who make less income are less prepared for kindergarten. Assistance is required. There is a window of opportunity to address this discrepancy in the early years of learning.

When universal preschool was made freely available in Washington D.C, labor force participation for women rose from 65% to 76%.

Beyond education, providing a high-quality learning environment helps families as well who can trust that their children are being well looked after. It strengthens families by allowing them to better manage their time, and giving them confidence knowing they are being supported by teachers and the greater community. Learn how community plays a key role in holistic learning.

The 80s

Children who enter kindergarten “ready for school” have an 82% chance of mastering basic learning skills by age 11, compared to a 45% chance for those who do not.

Previously, we saw that children from higher income families are better prepared when entering school. This statistic is an extension of that, which shows exactly how those who enter kindergarten “ready to learn”, can then benefit from the schooling that is provided.

By age 3, approximately 85% of the brain’s core structure is formed.

This is a throwback to the beginning of the article that zoomed in on early development. Indeed, most of the brain develops by age 3, the age when most kids enroll into preschool. Learning truly begins in the home. It is best when early learning programs include a learn-at-home component through which parents are supported to help their child’s learning at home.

The 90s

There is a 90% likelihood that, in the absence of additional instructional support, a poor reader in 1st grade will remain a poor reader.

This is a chilling statistic that shows how important preschool and kindergarten are for taking corrective measures to optimize the learning capacity of a child. It’s good to have multiple formative assessments during that period of learning, to identify all learning opportunities before it’s too late.

98% of Americans believe that a good teacher can change the course of a student’s life.

A teachers’ role in the early learning process simply cannot be understated. There is curriculum, content and methods of assessment, but it’s the teacher who varies instruction in all these areas to best educate a young student according to their unique abilities.

Over 100 activities were conducted across Canada by Indigenous organizations and the government of Canada to inform a better understanding of existing Indigenous early learning and child care systems.

While most of the earlier statistics mention the need for high-quality early learning programs, it is not possible to achieve quality with the considerations of all stakeholders.

When designing early learning programs, respecting the various diverse cultural and linguistic backgrounds of communities is extremely important.

Main Takeaways

That brings the article to a close. Hard hitting early learning numbers, from zero to hundred. Going through all of the statistics offers a lot of takeaways. In summary:

There is so much research that points to the benefits of prioritizing high-quality education in the earlier years. Starting early is crucial when it comes to educating young learners. It sets the foundation and tone for the rest of their student journey.

Inequity is linked to accessibility. Even if the benefits of early learning are thoroughly understood, expanding such programs to all remains a challenge. Certain high-quality aspects of the program might have to be scaled quickly. Sprig Learning can help with that.

Get in Touch

Go to Sprig Blog

15 Incredible Stories of Revitalizing Indigenous Education

Dec 8, 2022 | Early Literacy, Equity in Education

Sprig Learning writes the Root to Fruit newsletter twice a month, covering all the latest news from early learning pertaining to projects, practices, announcements and educational equity.

The 30th edition was sent out to readers yesterday. The last edition of the year will go out to subscribers on December 21. Subscribe now to be in the loop on all things early learning.

In every Root to Fruit, educational equity has a separate section devoted to it, as so much of what Sprig is trying to do centers around raising equity in education.

The educational equity section features stories on the gaps between different groups of students due to their own unique circumstances. It highlights stories that speak of this gap, and the efforts that are conceived and actions that are taken to reduce this gap.

In particular, Sprig Learning centers its work around the persistent gaps for Indigenous learners. It is not only additional resources that are often needed to provide high-quality early learning, but support for the autonomy for Indigenous communities to preserve local customs, languages and cultures.

This article presents 15 stories of revitalizing Indigenous education first featured on Root to Fruit, since the beginning of the last school year.

Stories of Indigenous Education Revitalization

1. The Anishinabek Nation: Introduction of Teaching Tools for Topics Such as Treaty Education

Nov. 1-7 was Treaties Recognition Week in Canada. School boards across the country took this opportunity to continue their education on Indigenous subject matters, with relevant sessions about what a Treaty is and what reconciliation looks like. The Anishinabek Nation unveiled some new online teaching tools. The recommendation is that lessons about Treaties should begin in elementary school. Sprig has helped support the development of such lesson plans.

2. Vancouver Island First Nation: Ability to Certify Own Teachers

Vancouver Island First Nation has accepted the education jurisdiction agreement and law-making protocol with the Government of Canada. This allows Cowichan Tribes to certify its own teachers, determine graduation certification and create its own curriculum. Marlene Tommy, a kindergarten and grade one teacher, says that students can “expect a more robust cultural education.”

3. Mississaugas of the Credit First Nation: Expansion of Space to Promote Holistic Approach to Learning

The Mississaugas of the Credit First Nation are expanding Lloyd S. King elementary school. New classrooms will be added and local early learning centres will be brought under the same facility to establish the First Nation holistic approach to lifelong learning. The school principal and Chief say that this will provide a healthy and safe learning environment and promote the further development of a culturally-relevant curriculum.

4.The Rapid City Area Schools: Introduce of Immersion Programs to Rapidly Learn an Indigenous Language

Lakota Immersion pilot program is finding great success in Rapid City in South Dakota, a year after its launch.The Rapid City Area Schools are getting familiar with the program and are noticing instances of children learning much more quickly, whether it be in math, reading or the Lakota culture. Teachers say they learned a lot about language acquisition in kindergarten and the goal is for the program to expand by one grade level every year. Next year’s kindergarten program is at capacity at 20 students.

5. Leo Ussak School: Creating the Right Learning Environment

Appolina Makkigak is one of the three recipients of the 2022 Inuit Language Award. A Grade 1 Inuktitut teacher at Leo Ussak School in Rankin Inlet, Appolina has been teaching for the past 5 years, and has innovated every year to keep the learning materials relevant. She has an Inuktitut word wall and speaks to her students about Inuit traditions.

6. Great Falls Public Schools: Incorporating Hands-on Activities To Preserve Culture

Great Falls Public Schools (GFPS) in Montana are looking to teach students about Indigenous culture through innovative programs. Using donation funds from the non-profit organization Sisters United, GFPS aims to offer cultural opportunities such as planting sweetgrass, going bison hunting, and hearing stories from elders. GFPS Director of Indigenous Education Dugan Coburn says that this will be a great way to represent the 51 different tribes in the Great Falls community.

7. Sagamok Anishnawbek First Nation: Building Schools in Close Proximity to Relevant Cultural Centres

A new elementary school was approved in Sagamok that will accommodate 201 students and be equipped with a gym, cafeteria, sciency room and library. The school site is located next to an Elder’s Lodge, so there will be more exposure to the Ojibwe language.

Chief Alan Ozawanimiki says that the community’s future depends on “promoting an environment conducive to learning in a way that reflects both modern curriculum and Anishnawbe Aadziwin”. This is great news for the Sagamok Anishnawbek First Nation in Ontario, as there will be more opportunities to strengthen relationships and build language.

8. The Mohegan Tribe: Creating a Stockpile of Resources to Teach Lesson Plans in New Curriculums

The Mohegan Tribe in Connecticut is set to launch the Educators Project, which is an Indigenous curriculum produced by the Mohegan Council of Elders and the tribe’s Cultural & Community Programs and Communications departments. Connecticut has mandated that starting with the 2023-2024 school year, each local and regional school board should focus on including Indigenous studies in the curriculum. Teacher resources, video assets and student tools are being developed to teach the different lesson plans in the curriculum.

9. The Kainai Board of Education: Providing Opportunities for Teacher Collaboration

The Kainai Board of Education is building a new elementary school. Students will be learning the Alberta curriculum as well as the Blackfoot language and Indigenous history and culture. The new Aahsaopi Elementary School will be completed in January 2024. KBE Superintendent Cam Shade, is excited at the prospect of multiple grade levels being housed together and teachers collaborating to provide the best educational experience to students.

10. Kehkimin: Creating a School Dedicated to Language Immersion

The Kehkimin Wolastoqey language immersion school is opening this fall at Killarney Park in Fredericton, New-Brunswick. The city has granted a one year lease to the school so it has access to the surrounding grounds for a land-based education. Ron Tremblay, Wolastoq Grand Council Chief, has worked in language education for 36 years. He has collaborated with Lisa Perley-Dutcher, Chair of the Board of Directors of the new school, to develop the curriculum.

11. Lil’wat Nation, Cowichan Tribes, ʔaq’am, and Seabird Island Band: Acquiring Greater Autonomy for Curriculum Decision-making

The Canadian federal government and First Nations Education Steering Committee announced that the Lil’wat Nation, Cowichan Tribes, ʔaq’am, and Seabird Island Band were granted total autonomy over over its Kindergarten to Grade 12 education systems. This new autonomy means that the nations have complete law-making authority on the curriculum and certification of teachers.

12. Saddle Lake Cree Nation: Including Land-based Learning Opportunities

The new Saddle Lake Cree Nation elementary school has an update. The construction project which began in March of this year, is expected to be completed in July 2023. Debra Cardinal, superintendent of the school, says “The design of the new school incorporates a connection to the Cree way of life and includes land-based learning opportunities”. The school will be developing its own curriculum with a strong focus on the Cree language and history.

13. Red Deer Public School District: Using Books from Indigenous Authors

Red Deer Public School District in Alberta acknowledged Truth and Reconciliation Day by organizing various hands-on activities for their students, and incorporating themes into their lessons that taught about the impact of the residential schools system on Indigenous youth. For Kindergarten to Grade 2 students, age appropriate texts from Indigenous authors were used to teach the value of first teachings from family members.

14. Greater Saskatoon Catholic Schools: Creating Bilingual Programming for the Early Grades

Greater Saskatoon Catholic Schools (GSCS) works with the Saskatoon Tribal Council to provide Cree- and Michif-language options in schools. St. Michael Community School currently offers bilingual programming for Kindergarten and Grade 1. It plans to extend the program to Grade 2 next year. Cornelia Laliberte oversees GSCS’s Indigenous programming and hopes to add more resources for the Michif language, which is not as common as Cree.

15. The Elsie Fabian School: Employing Indigenous Educators and Staff

The Elsie Fabian School opened its doors in Fort McKay, Alberta, to approximately 140 students from the Fort McKay First and Métis Nations. The K-9 school will teach a modified version of the Alberta curriculum that includes the revitalization of Cree and Dene languages, and offer a land-based education. 70% of the school faculty is Indigenous, and includes positions such as library technician and literacy specialist.

Promoting and Revitalizing Indigenous Education

Sprig will continue to feature such stories of Indigenous Education that demonstrate how education equity is being addressed in different Indigenous communities across North America.

Understanding what other Nations, Tribes, and School Districts are doing allows us to draw inspiration and develop new projects to further the revitalization of Indigenous languages. Sprig is involved in many such projects, working collaboratively with Indigenous educators, leaders and Elders. If you are interested in learning more, please get in touch.

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46 Stories of Improving Early Literacy Achievement in Schools

Dec 1, 2022 | Early Literacy, Equity in Education, Formative Assessment

Sprig covers all the latest Pre-K to 3 announcements, projects, practices and stories in its newsletter, Root to Fruit, twice a month. If you are interested in the latest early learning news and updates, definitely join as a reader, so you never miss an edition.

A common feature of the newsletter is covering stories which discuss schools, school districts and school boards continually innovating to raise early literacy achievement for their youngest learners.

This information is curated fresh twice a month, vetted for relevance in the early education sector, and presented to Root to Fruit readers.

If you are a reader, you are accustomed to these stories.

To celebrate the upcoming 30th edition of Root to Fruit on Dec 7th (subscribe today if you want to receive the edition on that day), Sprig has accumulated 46 stories from prior editions to demonstrate what can be done to improve early literacy achievement.

For the benefit of those not subscribed yet, this article is a compilation of all stories on improving early literacy achievement in schools and preschools. It features reading instruction strategies, tactics and action plans that have been considered or instituted by schools and early learning centers.

It is important to note that all of these stories have come from schools or early learning centers, because stories from other stakeholders are also covered in Root to Fruit, which are pertinent to the improvement of early literacy.

These include teachers from unnamed schools, state legislature, federal and state programs, stage offices, foundations, think tanks, researchers, academic institutions, assessment centers, teacher’s associations, journalists, etc.

But all of the news items in this article have come from identified schools/school boards/school districts and preschools/early learning centers.

The stories are divided into improving early literacy achievement in early learning centers/preschools (Stories 1 to 7) and schools/school districts/ school boards (stories 8 to 46). Where appropriate, certain stories have been lumped together where the recommendation or action taken is the same.

If you want to implement some of the solutions suggested in these stories, please do have a look at Sprig’s homepage, where you can find reading, oral language, math and Indigenous language solutions, depending on your needs.

Improving Early Literacy Achievement in Early Learning Centers/Preschools (Stories 1 to 7)

Improving Early Literacy Achievement in Early Learning Centers, Preschools

1.The Saint Joseph Early Learning Center: Elongating Early Learning Instruction Time and Expanding Early Learning Options

The Saint Joseph Early Learning Center out of Missouri, USA is a consolidated preschool that has been well-received by the community. Children from multiple preschools were transferred into a single location, where students attend for a half day (either morning or afternoon).

The school district is exploring a longer school day to take in more students who are turning 3 throughout the year. Location expansion is another option for the future, but currently this is the solution devised to handle the need for additional classrooms.

2. Brooklyn Kindergarten Society: Culturally Responsive High Quality Offerings

With preschool and kindergarten kids back at school, Melisha Jackman, executive director at early-childhood education provider Brooklyn Kindergarten Society talks about three strategic priorities she’s embracing for this school year: 1) be more “culturally responsive to the needs of their children”, 2) focus on “high quality offerings”, and 3) ensure the “ infusion of inquiry, learning and creativity” from teachers to students.

3. Bright Horizons Program: Proactively Seeking Parental Involvement

Cheretta Triplett-Smith, Director of the Bright Horizons program in Chicago says that parents have a lot more information now when comparing high-quality early education programs. She makes it clear that Bright Horizon takes a whole child approach, which focuses on school readiness by working on cognitive and language skills to communicate, but also the social and emotional skills to work with others. She asks parents to inquire about “teacher training and age-appropriate teaching methods” before enrolling their child to a preschool.

4. UC San Diego’s Early Childhood Education Center: Foster Play-based and Inquiry-Based Learning

Matthew Proctor is the new director at UC San Diego’s Early Childhood Education Center, which provides child care and education services to all faculty members, staff and students. He talks about how the center curriculum focuses on child discovery where young students initiate learning. The objective is to embed math, language and other subjects naturally into what the children are already interested in playing. His goal is to further expand the program to accommodate more students.

5. Little Nooks Preschool: House Preschool on Main School Site

Little Nooks Preschool will open in Kalama, Washington. The program will be fully inclusive and housed inside the local elementary school so kids are used to the building when transitioning to kindergarten. Superintendent Eric Nerison states the need for “early childhood development and kindergarten readiness” in Southwest Washington.

6. Rainbow Dreams: Adopt A Specialized Curriculum for Early Childhood Education

Rainbow Dreams in Clark County Nevada is an early learning center that houses only Pre-K and kindergarten classes. The school follows a full day model for both grades. The curriculum is hands-on, play-based, and with a purpose. It promotes age-appropriate rigorous learning. Rainbow Dreams officials believe in a structured education for young children, choosing to specialize in early childhood education. The enrollment was higher than anticipated this year, signaling an unmet need in the market.

7. The DeKalb County School District: Create New Centers in Existing Schools

The DeKalb County School District in Georgia is planning to add six new early learning centers in its existing schools between 2026 and 2030. Currently there are two such centres, which are not nearly enough to cope with the demand for early childhood education in the state’s third largest school district. The project will cost $15 million in total, and it is part of the 2022-2023 tentative budget that will be finalized in June.

Improving Early Literacy Achievement in Schools/School Districts/School Boards (Stories 8-46)

8. Winnipeg School Division: Set up an Office Dedicated to Educational Equity

Winnipeg School Division’s board of trustees has approved a motion to establish an education equity office by August 2022. It’s one among many examples of primary, secondary and postsecondary institutions taking such an initiative. Along with academic success and personalized learning, education equity also features as a prominent goal for many school districts in North America. It is a critical component of any school’s strategic vision. This is not surprising, given that Generation Z is the most diverse generation to date in North America.

9. Kinoomaadziwin Education Body: Ensure Smooth Transitions Between Grade Configurations

Ontario and the Kinoomaadziwin Education Body have agreed to a three year $7.9 million agreement to support Anishinabek students in the province. The Master Education agreement includes improving access to culturally relevant resources and supports, supporting transitions between First Nation Schools and provincially funded schools (92% of Anishinabek students attend provincially funded schools), and sharing more data between the two education systems.

10. Fort Worth School District: Ensure Learning Outside of the Classroom

Preschool and kindergarten students in the Fort Worth School District in Texas visit the museum every other week to learn about science and history. It is part of the Legacy Program, which brings diverse opportunities to students who need them.

Implement Full-day Kindergarten

11. Boise School District

Boise School District in Idaho has approved free full-day kindergarten in all of its 32 elementary schools. Previously, full-day kindergarten was offered at 20 elementary schools. Superintendent Colby Dennis says that full-day kindergarten improves students’ literacy, math and social skills. It also makes enough time for both instruction and intervention. Governor Brad Little has proposed to devote $47 million for literacy programs in Idaho.

12. The Grande Prairie Public School Division (GPPSD)

The Grande Prairie Public School Division (GPPSD) in Alberta, expanded its pilot full-time kindergarten program from 6 to 13 of its 15 elementary schools in the district. Superintendent James Robinson says that the KinderPAL program has received glowing reviews. The program consists of curricular-focused lessons, but also structured playtime with early learning certified instructors.

13. Louis Riel School Division

Louis Riel School Division is planning to expand full-day kindergarten in south-east Winnipeg in 5 new buildings. It will also spend nearly $1 million dollars on diversity and inclusion initiatives including hiring more Indigenous educators and supporting ongoing reviews of curricula. Also included in the new proposed budget is a reduction of K-3 average class sizes. Smaller classes are a mark of high-quality education.

14. The Twin Falls School District

The Twin Falls School District in Idaho will offer full-day, tuition-free kindergarten at each of its nine elementary schools, beginning in the fall of 2022. Previously, five of its elementary schools had the program. Such an expansion was made possible by the increased state funding, as the state’s annual literacy budget increased from $26.1 million to $72.7 million. Director of Elementary Program, Jennine Peterson, says that less catching up is needed in Grade 1 if more time is allotted in kindergarten to build foundational skills.

Use Learning Recovery Funds Appropriately

15. Pittsburgh Public Schools

Pittsburgh Public Schools’ superintendent, Wayne Walters says that “unfinished learning is multi-faceted and it’s not just instructionally-based.” Student achievement data last fall showed that Pittsburgh students in grades 2-7 had only three-quarters of the academic growth in math as they would in a typical year, and two-thirds in math.There is a focus on providing students with grade level work, but also providing remediation to those lacking skills to do this work. Certain schools in the school district had K-2 literacy specialists prior to the pandemic. Other school districts are looking to spend a portion of their ESSER money into providing K-3 literacy support.

16. The West Branch Local School District

The West Branch Local School District in Beloit, Ohio, used its ESSER funds to introduce intervention initiatives for students who are not meeting grade-level standards. From kindergarten through Grade 5, the interventions use phonics programs which provide a consistent approach for building literacy skills. The small group sessions focus on comprehension, self-correction and fluency. Approximately 35% of grade 3 to grade 5 students have been moved out of this program due to demonstrated improvement.

17. The Upper Grand District School Board (UGDSB): Rely on More than One Source of Assessments to Track Progress

The Upper Grand District School Board (UGDSB) in Guelph, ON, is requesting a deferral of the Education Quality and Accountability Office (EQAO) testing in Grade 3 and Grade 6 by a year. Board trustee Mike Foley believes that the results would be skewed right now due to the increased anxiety and stress the students are facing. UGDSB’s Director of Education, Peter Sovran assures that besides the EQAO assessments data, the district also has report card data and teacher assessments data to understand student progress.

18. Somerset School District: Reconfiguring Grades to Foster a Bridge Between Pre-K and Early Elementary

The school district at Somerset, Massachusetts, is considering a reconfiguration of their early grades. Some potential options include pre-K to Grade 2, and Grade 3 to Grade 5. Neighboring school district at Westport had previously maintained a similar configuration, but recently changed again to a pre-K to kindergarten and Grade 1 to 4, configuration. Housing all grade levels in the same building helps to share knowledge and resources among teachers. Westport Superintendent, Thomas Aubin, is evaluating new configuration options again to increase literacy scores of students.

Personalize Learning via One-on-one Tutoring

19. Toronto District School Board

Toronto District School Board’s (TDSB) trustees discuss the need for greater personalization to better serve students. It includes figuring out who needs access to laptops, one-on-one tutoring, interviews with counselors, etc. TDSB is facing a funding shortfall of $60 million. The earlier cutbacks of reading coaches, speech pathologists, and social workers have not fared well at this time, when students need more help than ever.

20. Alexandria City Public Schools

April is school library month in the US, and Alexandria City Public Schools (ACPCS) in Virginia, provides its first grade students with one-on-one reading support twice a week to help strengthen their literacy skills. ACPCS libraries allow students to explore different types of literature, and use technology to get access to different sources of information. Superintendent Gregory Hutchins encourages all families to help their children read at home each day or participate in a literacy program.

21. Springfield Public Schools: Appoint Strategic Positions for Elementary Schools

Springfield Public Schools in Missouri, have announced a slew of leadership changes for the upcoming school year. Superintendent Grenitha Lathan says that “To achieve growth, we must objectively assess our strengths and identify areas for potential improvement”. One high-priority area of focus is Springfield’s elementary schools, where oversight will be shared amongst three leaders. There are new hires in the chief strategy and innovation officer and chief academic officer positions as well.

22. The Foothills School Division: Hire More Personnel to Provide Consistent Interventions

The Foothills School Division in Alberta is on a hiring spree to help students in grade 2 and 3 with their learning recovery. Assistant Superintendent of Learning Services, Caroline Roberts says that they are making use of a grant that was focused on literacy and numeracy in the early years.Teachers and educational assistants have been hired to deliver consistent intervention services. These services will soon be extended to grade 1 as well. In total $673,000 will be spent.

Provide Ample Professional Learning Opportunities

23. Vernon School District

Vernon School District in British Columbia is supporting schools and teachers by providing key resources and professional learning opportunities in literacy research approaches. This year has seen a particular focus placed on the primary years of learning. The district is working with early language and literacy consultant Dr. Donna Kozak, on “systemic literacy practices” and the possibility of “becoming more responsive” to young students in kindergarten and grade 1.

24. The Lethbridge School Division

Beginning in September 2022, Alberta students will learn a new curriculum for K-3 English Language Arts and Literature and K-3 Math. But, there is a cloud of uncertainty over its implementation as the curriculum is not available yet. In a survey, 86% of Alberta Teachers’ Association members disagreed that they had the resources or supports needed to successfully implement the draft curriculum. The Lethbridge School Division Superintendent, Dr. Cheryl Gilmore, says that necessary structures will be put in place to prepare teachers and students before fall.

25. Union County School District: Focus on High Dosage Tutoring

Union County School District in North Carolina had adopted intensive tutoring before it became standard practice for remediating learning for returning students. It invested in technology related professional development which focused on the personalization of instruction and increasing the student’s role in choosing class activities. Superintendent Andrew Houlihan noted that the district’s high-poverty, lowest-performing schools were struggling with math, and implemented small group instruction to remedy it. Having proof of its effectiveness, it was similarly rolled out for students in all schools who had suffered from the learning interruption.

Facilitate Teacher Collaboration

26. Little Rock School District

The Little Rock School District in Arkansas will close two of its 26 elementary school campuses in the 2022-23 school year. The school board voted to do this in order to generate savings to account for salary increases. Another reason was to maximize student’s academic benefits from larger schools which have multiple teachers per grade level and who collaborate on instruction. Collaborative planning is one of the best practices of effective teaching.

27. Holyoke Public Schools

At least half of the students, at all grade levels, at Holyoke Public Schools in Massachusetts are struggling with reading. The gap in learning is more pronounced in the lower grades, with 60% of Grade 2 students needing urgent intervention. Valerie Annear, the district’s chief instructional officer, said that the dip in literacy in Grade 2 is a national phenomenon. Though disappointed with the data, she urged for more well-rounded educational experience and giving teacher’s more collaboration time.

28. Ripple Rock Elementary: Employ Literacy Intervention Specialists to Focus on Foundational Skill sets

Ripple Rock Elementary in BC is providing individualized tutoring services to kindergarten and Grade 1 students to help with literacy. The program uses literacy intervention specialists who work on phonics, sight word acquisition, fluency, and comprehension with the students in face-to-face, one-on-one tutoring. This early literacy program is part of the efforts to improve literacy, which is one of the goals of the district’s strategic plan. Students are thus far very engaged, and an increase in grade-level reading proficiency is expected.

Focus on Biliteracy

29. The Lower Kuskokwim School District

The Lower Kuskokwim School District in Alaska visited the Grand Prairie Independent School District in Texas to discuss dual language best practices in the early grades. The former is working to preserve the Indigenous language of Yup’ik. The latter’s dual-language program focuses on promoting language skills, and also biliteracy and biculturalism. The program focuses not only on language, but also on culture and identity. By accessing the right content, students are fully immersed in their Indigenous language before proceeding with English.

30. Appoquinimink School District

Students are faring well in the Dual Language Immersion (DLI) programs in Delaware, which was first introduced 10 years ago. DLI programs offering either Spanish or Mandarin are in 12 of the 15 school districts that operate elementary schools in Delaware. Students usually opt in the program in Kindergarten or Grade 1. The data shows that immersion students are doing as well or better than their counterparts in state assessments, while becoming proficient in two languages.

31. Graciela Garcia Elementary

Graciela Garcia Elementary, in Pharr, Texas, is a dual-language school where 77% of the students are emergent bilinguals. Maureen Ibarra, who teaches fluency and reading comprehension to students from grade 2 to grade 5 says that during the pandemic, many kids lost access to an adult who could help them with their assignments in their second language. There was a gap in learning for returning students. More holistic approaches for English learners are being considered.

Create New Schools and Gradually Add Grade Levels

32. The Loyola School

The Loyola School will be awarded Loyola University Maryland’s 2022 Milch Community Partnership Award for its service to families in Baltimore, Maryland. The school consists of an early learning center and a new elementary school, which plans to add a new grade level each year until 2025. The school seeks to improve socioeconomic disparities that exist in the city, through commitment to early childhood education and holistic development of children.

33. The Festus R-6 School District

The Festus R-6 School District in Missouri will have its own early learning program beginning in August 2023. Property has been bought for the site and the administrators have been selected who will head this project. The decision was made after seeing success in a neighboring school district’s program, the Dunklin R-5 School District. But with its own program, more preschool-aged kids can enroll and greater academic continuity can be achieved as they transition from preschool to kindergarten.

34. Natomas Unified School District

In California, despite overall declining school enrollment in the state, suburban Sacramento is seeing an increase in enrollment due to more housing being built in the community. Natomas Unified School District in the city, opened a TK-8 school last year to account for the increasing student population. Elk Grove Unified School District, also in Sacramento, will open a new elementary school in the beginning of the next school year.

35. Change Health Charter School: Promote Learning Outside the Classroom

Change Health Charter School in Parkland County, Alberta, has a grand vision for outdoor learning. It wants to teach its kindergarten to Grade 9 students Alberta’s curriculum using the YWCA Camp Yowochas’s facilities, which is a 60 acre, year-round outdoor education centre. What is learned in the classroom in the morning can be experienced first-hand in the afternoon in a cross-curricular delivery model, says Camp Yowochas community manager Felicia Ochs. The school plans to open in September 2023.

36. Los Angeles Unified School District: Reduce Class Sizes

In the Los Angeles Unified School District, half of students are not meeting grade-level goals for reading and math, and the gap between students from disadvantaged backgrounds and those from well-to-do communities is widening. Superintendent Alberto Carvalho has proposed some solutions to reverse the trends. They include expanding the school year, reducing class sizes, increasing the frequency and quality of summer schools, adding professional development systems for teachers and launching new opportunities for early learning.

37. Taylor School District: Focus on Hands-on Differentiated Instruction

In the Taylor School District in Wayne County, Michigan, the kindergarteners and grade 1 students play math games, which they have come to love, receiving positive encouragement as they progress. They are part of the math enrichment program, called High 5s, developed by the University of Michigan. It’s a hands-on, small-group program that has helped close the achievement gap, raising the number of students who performed at grade level by 20 percentage points. The program has also increased kindergartener’s math performance by 15%.

38. School District 8 (SD8): Develop a Long-Term Literacy Plan

School District 8 (SD8) in Kootenay Lake, BC, has developed a three-year district literacy plan to improve literacy proficiency, after data revealed a dip in reading and writing scores among primary learners. The Primary Literacy Coherence model looks at class profile to see what needs to be worked on for each student from kindergarten throughout their primary years. Currently, the focus is on building capacity for Grade 1 and 2 teachers.

39. Waterloo Region District School Board: Ensure there is Professional Development in Utilizing Technology

The Waterloo Region District School Board (WRDSB) is offering a variety of reading and math support in classrooms, and providing educators with additional professional learning to address any learning gaps. With increased funding from Ontario’s Learning Recovery Action plan, WRDSB has also extended its Summer Learning Program from Kindergarten to Grade 2, to Kindergarten to Grade 6. Associate Director Lila Read says that there has been unprecedented skill development in the utilization of technology.

40. Rhodes School District: Create More Resource Rooms

Rhodes School District in River Grove, IL, will add 8 new classrooms devoted to Kindergarten and Grade 1, as a part of its $14 million expansion. Included in the expansion is a large courtyard featuring two outdoor classroom spaces, breakout rooms for private individual or group instruction, and reading areas. To facilitate student learning, the need for more resource rooms was a common suggestion from teachers

41. The Oxford School District: Engage with the Community

The Oxford School District and the Lafayette County School District in Louisiana, have developed a literacy education program called Lafayette Oxford University Early Learning Collaborative (LOUELC). Last year, the program increased the reading proficiency of pre-K students from 19% to 72%. A big part of the program is a collaborative group of local organizations and community leaders, who work together to focus on targeted efforts to improve reading, both inside and outside the classroom.

Provide Summer Learning Opportunities

42: Greene Elementary School

The North Carolina State Department of Public Instruction (NCDPI) recently released information showing that students (on average) fell 2 to 15 months behind their academic pace. NCDPI says that students will need intensive academic intervention to get back on track. West Greene Elementary School Principal, Phil Cook, says that professional development, guiding resources, differentiated instruction and summer learning are all being used to cover the learning gaps.

43. Algoma District School Board

Algoma District School Board (ADSB) is offering the Elementary Summer Learning Program this year during the summer break. The objective of the program, which focuses on literacy skills in the primary grades, is to provide literacy intervention to those students who really need it, and to minimize the summer learning loss. ADSB has registered 101 in-person attendees and 13 virtual attendees for the program so far.

44. The Fulton City School District: Appoint Early Learning Specialist Positions

The Fulton City School District (FCSD) in New York has created a new Director of Early Childhood position. Kelly Gates, Instructional Coach for pre-K to Grade 2, has been appointed, based on her vast experience in providing direct coaching support to teachers, assisting with their lessons, and providing feedback and resources. With this appointment, FCSD Superintendent Brian Pulvino hopes to provide educational experiences that are engaging and developmentally appropriate.

45. Steamboat Springs School District: Introduce New Literacy Focused Curriculums

Steamboat Springs School District received a $1.2 million grant from the Colorado Department of Education to hire three full-time literacy coaches, and a literacy consultant who will create measurable goals for the district. Part of this focus on early literacy also includes introducing a new literacy-focused curriculum across the district to implement a more consistent approach to reading instruction.

46. Shelby County Schools: Affect Evidence-based Instructional Changes

Alabama State Department of Education named Shelby County Schools and Cullman City Schools as the only two Alabama Science of Reading Spotlight school districts. This distinction is for their strong commitment to supporting the implementation of the Science of Reading (SoR) for K-3 students, sustaining evidence-based instructional changes and setting high expectations. Local reading specialists were properly backed by the leadership in these two districts to deepen teachers’ SoR knowledge.

Do you enjoy hearing such stories of innovation from schools working to increase literacy rates? There is more from where this came from! This article will be updated in the future. You can always visit the Sprig Blog for the latest Sprig Article, or simply subscribe to our newsletter, Root to Fruit, which provides a blog roundup twice a month.

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5 Hidden Gems for Teaching Reading in Schools

Nov 24, 2022 | Differentiated Instruction, Early Literacy, Formative Assessment

In early literacy, there is a growing body of evidence which outlines the best way to teach young children how to read.

Sprig Learning has covered these topics previously, such as highlighting the need for focused professional development, supporting existing roles such as principals, literacy coaches, and primary teachers, taking on projects aimed at alleviating literacy inequity, and dissecting evidence-based trends that are delivering results.

Furthermore, Sprig has covered the academic return on investment angle to achieving higher literacy scores, advised on the implementation of strategic reading instruction, and discussed the ideal cost-effective early reading intervention.

The linked articles above should provide plenty of reading material for anyone looking to understand the drivers of early literacy success and managing all aspects of policies, resources and systems that go into raising literacy scores for prekindergarten, kindergarten and elementary school children.

However, there is more information to process when it comes to teaching reading in schools and early learning centers.

The Best Way to Teach Reading in Schools

Best way to teach reading

Along with the information covered in prior articles, Sprig hopes these 5 gems help schools and early learning centers to improve early literacy skills in students.

The best way to teach reading will ultimately depend on the situation at the said school, but seeing what has worked in other places is always good for drawing inspiration, tweaking current strategies, or implementing new ideas.

If you want more content on early literacy, be sure to check out the Sprig blog. We write blogs every week focusing on early reading instruction for both educators and administrators. Please consider joining our newsletter where you will be updated twice a month on the latest blogs, exclusive news from early learning and company updates.

A free trial of Sprig Reading is now available to all. It was developed accounting for many of the best practices teachers were using in the classroom to achieve up to 95% literacy at each grade level.

With Sprig Reading, instructors can quickly learn how to assess what children already know and what they still need to learn in order to help them develop into strong and independent readers.

Sprig Reading offers student-centered, classroom-tested instructional and assessment strategies to improve the reading ability of every child.

Both trial and subscription options are on the Sprig Reading page.

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How to Help Students with Dyslexia

Nov 10, 2022 | Early Literacy, Equity in Education

October was dyslexia awareness month. The International Dyslexia Association (IDA) is having its annual conference today, called DyslexiaCon. Usually in the month of October or November, IDA plans its biggest event of the year, bringing together professionals, families, and those affected by dyslexia.

The early literacy community is involved in raising awareness about dyslexia that affects the reading ability of so many children around the world.

In Canada alone, there are said to be over 750,000 dyslexic students.

Sprig has previously written on how to build reading proficiency in dyslexic children. The article goes over the symptoms of dyslexia at various stages of early learning. It covers the characteristics of effective intervention, and features advice from reading programs that focus on dyslexia. Additionally, it explains the current state of dyslexia training for teachers.

It is a must read for anyone interested in implementing reading best practices in the classroom.

Regardless of the type and degree of training teachers have received on dyslexia, or their current level of knowledge, it’s never too late to create a more supportive learning experience for dyslexic students.

If you want to understand the basics of dyslexia and see proven characteristics of effective reading programs, do read Sprig’s Improving Reading with Dyslexia.

This article is a follow up to that content, focusing exclusively on how teachers can support students with dyslexia.

Helping Dyslexic Students- 4 Directives

To maximize the reading potential for every child, including those with dyslexia, there are 4 things that need to happen.

A love for reading must be instilled early on.

The right learning environment must be provided.

First round of assessments should be done early.

Instruction should be direct and systematic at all levels of interventions.

The above four directives are further explored in the rest of the article.

1. Make Reading Enjoyable

Dr. Cruger is a neuropsychologist at the Child Mind Institute. He says that typical tutoring may actually be harmful to a dyslexic early reader, especially if the experience is unpleasant.

He goes on to say that if a young student does not like the experience of reading help, the tutoring service will not be effective.

A dyslexic child has to enjoy the experience of reading. Simply upping the dosage of practice will not help without offering positive reinforcements and encouragement along the way.

Dr. Cruger recommends that teachers celebrate every small victory and accomplishment in the learning journey of dyslexic students.

2. Offer Necessary Accommodations

Given dyslexic students need more support than the rest of the class, proper accommodations should be arranged for them so they don’t lose interest in the process of reading.

Understood is a non-profit organization that offers resources for better understanding and dealing with learning differences such as dyslexia and ADHD.

Understood’s former Director of Thought Leadership, Amanda Morin, offers tips on how to tweak classroom materials and routine to suit the needs of dyslexic children.

Educators are asked to use coloured strips or bookmarks to make it easier for striving readers to concentrate on a line of text. They are encouraged to give detailed instructions and read aloud written instructions.

The idea is to never leave a student in a state of confusion where they are too embarrassed to seek help.

3. Address the Root Issue With the Early Assessment

The challenge in grasping foundational skills such as decoding is said to be the root problem of dyslexia.

If this root issue is identified early enough, it is possible to mitigate the effects of dyslexia. It is why many states across the US have mandated dyslexia screening in early learning. Sprig considers the availability of such screenings important enough that it is featured as a question for state profiles in its interactive evidence-based early learning map.

In a recent study by Maureen Lovett, Professor of Pediatrics and Medical Services at University of Toronto, learning outcomes for dyslexic kids were almost twice as good when interventions were delivered from Grade 1 to Grade 3.

Early intervention is important for all children. But as dyslexic children require added support, their case for early intervention is even more acute.

4. Direct and Systematic Instruction at All Levels

As learning to read is an acquired ability, the brain needs a chance to learn about the relationships between sounds and letters. Most intervention methodologies follow a three tier system.

Tier 1 refers to universal high-quality instruction for the whole classroom. Tier 2 refers to targeted intervention for small groups who need extra support. Tier 3 refers to intensive instruction for individual students.

This framework applies very well to supporting dyslexic students, when it comes to matching the right instruction at each level.

At tier 1, they are exposed to the acquisition of grade-level, fundamental skills that every student needs to learn reading, regardless of whether they have dyslexia or not.

At tier 2 and tier 3, the progress of any dyslexic students is accelerated so they are able to efficiently bridge any learning gaps in order to participate in grade-level reading.

So at all levels from the ground up, they are always scaffolded with extra support, beginning with inclusive whole classroom instruction with the possibility of in-classroom differentiated instruction.

Such a direct and systematic approach to instruction ensures that any learning shortcomings are addressed in the beginning so every student can have their weaknesses addressed.

In future years, greater support is provided so the dyslexic learner has the chance to work on their identified weaknesses while still being on route to reading at grade level, with age-appropriate reading materials.

How Sprig Helps Dyslexic Readers

Unlike other children, dyslexic early learners often need more explicit instruction, intensive practice and targeted support.

Sprig Reading: Powered by Joyful Literacy, provides ALL the assistance teachers, tutors and reading specialists need to make this possible.

Educators provide rigorous instruction and support to children with dyslexia by using an evidence-based and intuitive reading platform.

Sprig Helps Dyslexia

The planned scope and sequencing of lessons in Sprig Reading, together with its clear assessment and instructional strategies on foundational reading skill sets, provide a systematic literacy approach to helping all students with dyslexia.

At the end of the day, dyslexia is very complex and new research on the reading brain continues to be published every quarter.

But there is converging evidence on the type, frequency and timing of help dyslexic children need to receive. By adopting evidence-based reading strategies, it’s possible to boost the reading levels of dyslexic learners.

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