We know that students of every race, family background and zip code can learn to read when they have access to the proper resources and support. Yet far too many Michigan students have not received the support they need to reach their full potential. That must change.
For the first time in recent memory, there is broad bipartisan and cross sector momentum across Michigan to address early literacy challenges. Addressing these challenges necessitates a fierce commitment to put students first, and we believe policymakers should act now by making sustained investments in implementation, educator support and accountability systems that ensure research-backed literacy strategies are effectively reaching students in classrooms across Michigan.
In 2024, Michigan passed Reading for All laws to provide targeted, differentiated reading interventions for students, especially those with characteristics of dyslexia. The passage of the laws — Public Acts 146 and 147 — set the state on a trajectory to address the literacy challenge, where proficiency rates are not at satisfactory levels. These new laws require local districts to screen early elementary students for characteristics of dyslexia and provide intervention and support based on the science of reading. A key piece of implementing the new laws is ensuring that current and future elementary school teachers and literacy coaches receive professional learning aligned with the science of reading.
Support for our students must begin with support for educators. To begin providing that training, the state has allocated funding for teachers to voluntarily take the Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning program, which is a two-year long program based on the science of reading. The response to this voluntary training has been positive. Teachers who havecompleted LETRS training often share that it is the best professional development they have received and wish they would have completed the training earlier in their career.
Pending legislation, including House Bill 5697 and House Bill 5646, would take the next step by requiring all certificated teachers in K-5 who teach reading and all teacher candidates enrolled in preparation programs to successfully complete high quality research-based science of reading training.
LETRS training strengthens educator knowledge in areas,including how the brain learns to read, phonological and phonemic awareness, phonics, vocabulary and oral language development, fluency, comprehension, spelling, writing, and language structure. The training also provides teachers with the tools they need to provide effective intervention services to these students.
In addition, the training — which the Michigan Department of Education and EdTrust-Midwest believe should be state-funded — supports teachers in understanding how to effectively use screening, progress monitoring and diagnostic assessment data to improve literacy outcomes through prevention and intervention.
Michigan is not alone in pursuing this work, and mandatory training is not a new idea. Several leading states have required similar training and it has been a key part of their successful turnaround, along with other actions such as a commitment to equitable funding for schools, including additional dollars for economically disadvantaged students, English learners and students with disabilities.
Michigan now has an unprecedented opportunity to build upon this momentum. Gov. Gretchen Whitmer has proposed a $625 million literacy investment in next year’s budget, and leaders from both political parties have expressed support for evidence-based literacy practices grounded in the science of reading.
In addition, “Every Child Reads: Next Steps Forward,” a planning document developed by the Michigan Department of Education and the Michigan Department of Lifelong Education, Advancement, and Potential (MiLEAP), outlines how Michigan can continue working collaboratively to improve literacy outcomes for all children.
We urge policymakers to put students first by making these investments in evidence-based training and support for educators so that every Michigan student has the opportunity to reach their highest potential.
Glenn Maleyko is Michigan State Superintendent and Brian L. Love is state director of EdTrust-Midwest.
This article originally appeared on The Detroit News: Solving Michigan’s literacy crisis means investing proven strategies | Opinion
Reporting by Glenn Maleyko and Brian L. Love, The Detroit News / The Detroit News
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