Black teachers: How to recruit them and make them stay
Lessons in higher education: What California can learn
Keeping California public university options open
Superintendents: Well-paid and walking away
The debt to degree connection
College in prison: How earning a degree can lead to a new life
Improving literacy instruction is once again in fashion among America’s policy circles. Between 2019 and 2022, state legislatures passed more than 200 bills that sought to push and pull public schools to embrace the “science of reading.”
But one year into closely following a big city school district’s effort to remake literacy instruction as part of a project with the Center on Reinventing Public Education, I can’t help but think these well-intended legislative efforts ignore the larger problem: teachers working alone in their classrooms are ill-positioned on their own to provide the support children most need to learn to read.
CRPE’s report on this project suggests that addressing the literacy crisis requires more than papering over the harms of bad curricula. It means rethinking the traditional teaching model, long a hallmark of public education in the United States, that leaves one adult in charge of supporting 25 or more children who arrive with wildly different levels of preparation and uneven or absent literacy support at home.
Thanks to the work of organizations like The Oakland REACH and the Oakland NAACP, the Oakland Unified School District started quietly overhauling its approach to literacy instruction two years ago. That work involved familiar investments in new curriculum and professional development.
But the real stars of the strategy were early literacy tutors, community members — including parents and grandparents — who were trained and paid to support small groups of students working to develop foundational literacy skills.
Thanks to the investment in early literacy tutors, Oakland schools were able to offer significantly more targeted and differentiated instruction than they would have otherwise. One school we visited used an “all hands on deck” approach that leveraged eight classroom teachers, two tutors, and two non-classroom educators to ensure that every student was getting the targeted literacy instruction they needed. Another school described using tutors to support literacy instruction in a first-second combination class, where students’ instructional needs varied by multiple grade levels.
In interviews, teachers and principals alike described the importance of having an additional adult to support reading instruction. A teacher we spoke to said having a trained tutor in her classroom meant she could support five literacy groups instead of two and provide extra support to children who were furthest behind. Without the tutor, this teacher said she would have had to rely more on whole-group direct instruction, pushing children who didn’t yet know their letter sounds to learn alongside those already reading.
A parent contrasted her child’s experience in an Oakland school supported by a tutor with her own experience: “I think back to when I was in school. If you were behind where the class was, you were really left behind, or if you were ahead, then maybe you were bored and your mind was wandering and you weren’t paying attention. I feel like with (early literacy tutors) … (students) get special time with an adult who is working with them. And I think that is really impactful.”
Importantly, in shouldering some of the work of literacy instruction, early literacy tutors provided a critical well of support for beleaguered educators, whose jobs have become ever more difficult coming out of the pandemic. Increasing behavioral challenges, an attendance crisis and larger variation in students’ learning needs are putting extraordinary demands on teachers at a time when public attitudes about work and the prestige of teaching are also evolving and eroding teachers’ commitment to their jobs.
Early literacy tutors could meaningfully help shoulder the load of reading instruction in large part because they were fully integrated into the district’s larger strategy around literacy. Unlike other tutoring programs that largely operate on the periphery of schools, Oakland’s early literacy tutors worked hand-in-hand with school staff charged with supporting literacy instruction.
Two years after they embarked on the new strategy, Oakland can’t yet claim to have solved the literacy problem, but there are glimmers of hope. Our study found that students who had access to evidence-based, differentiated literacy instruction — whether tutor- or teacher-provided — made statistically significant learning gains in reading and these gains were especially large in kindergarten. These results were achieved despite the fact that schools told us they needed additional tutors to fully optimize small-group reading instruction. Imagine what might be possible if every child had access to differentiated instruction that met their individual needs.
Expecting teachers, working alone in their classrooms, to provide both all the individualized support students most need was probably always a fool’s errand; continuing to embrace it as students struggle and deal with the lifelong consequences of illiteracy is simply irresponsible. As schools look to make up ground lost during the pandemic, those that support them should understand the limitations that come with investing too little into the effort.
●●●
Ashley Jochim is a principal at the Center on Reinventing Public Education, where her research focuses on identifying opportunities and obstacles to addressing systemic challenges in K-12 schools. She co-authored a report on the organization’s work in Oakland Unified School District.
The opinions in this commentary are those of the author. If you would like to submit a commentary, please review our guidelines and contact us.
The overreliance on undersupported part-time faculty in the nation’s community colleges dates back to the 1970s during the era of neoliberal reform — the defunding of public education and the beginning of the corporatization of higher education in the United States. Decades of research show that the systemic overreliance on part-time faculty correlates closely with declining rates of student success. Furthermore, when faculty are… read more
Panelists discussed dual admission as a solution for easing the longstanding challenges in California’s transfer system.
A grassroots campaign recalled two members of the Orange Unified School District in an election that cost more than half a million dollars.
Legislation that would remove one of the last tests teachers are required to take to earn a credential in California passed the Senate Education Committee.
Comments (9)
Comments Policy
We welcome your comments. All comments are moderated for civility, relevance and other considerations. Click here for EdSource's Comments Policy.
Max 2 months ago2 months ago
It should be a no-brainer that parents who spend time helping their children learn to read rather than relying solely on the school to teach it are giving their children a massive leg up in life.
David Edington 2 months ago2 months ago
This is a teacher problem. When I was a child, my mother taught me how to read before I started school. That was 35 years ago when mothers were mothers and it only took one income to live. But with that being said, reading and writing were taught in kindergarten and first grade. Teachers unions have pushed the curriculum so advanced that the kids can't keep up. Teach the basics and let the advanced kids … Read More
This is a teacher problem. When I was a child, my mother taught me how to read before I started school. That was 35 years ago when mothers were mothers and it only took one income to live. But with that being said, reading and writing were taught in kindergarten and first grade.
Teachers unions have pushed the curriculum so advanced that the kids can’t keep up. Teach the basics and let the advanced kids join advanced classes. Leave the social b.s. out of the curriculum and focus on the basics in basic classes.and teach cursive. Quit skipping the basics.
Sandra Krey 2 months ago2 months ago
Strategy and methods used to teach/support/tutor matter the most. In my experience teaching struggling readers, it is difficult to break unsuccessful strategies taught. I have tutored students in 4th & 5th grade that were in a Reading Recovery program in first grade. It takes hours of 1:1 tutoring to break their bad habits (guessing by looking at only the first letter, etc.).
SD Parent 2 months ago2 months ago
Differentiated instruction is a great idea but challenging to put into practice. It's critical for reading, where there are efforts to implement the practice as explained here. But differentiated instruction is also critical in math. Nevertheless, students who don't have sufficient knowledge in basic math concepts like multiplication and division are routinely expected to learn fractions, percentages, etc. through advanced algebra in a single-group format. In fact, there are state efforts at … Read More
Differentiated instruction is a great idea but challenging to put into practice. It’s critical for reading, where there are efforts to implement the practice as explained here.
But differentiated instruction is also critical in math. Nevertheless, students who don’t have sufficient knowledge in basic math concepts like multiplication and division are routinely expected to learn fractions, percentages, etc. through advanced algebra in a single-group format. In fact, there are state efforts at the high school and even college level to ignore the huge disparities in content knowledge and put students struggling in math together with those who have much more robust competency in both math facts, concepts, and application under the banner of “equity.”
I suspect that very similar racial and economic disparities in both subject areas exist, so why is there so little effort made to differentiate especially elementary school math instruction to help those students who are behind?
Katherine McPherrin 2 months ago2 months ago
As a literacy specialist, I fully endorse this strategy. While teachers are struggling with pandemic learning and social /emotional needs of 25 students, while teaching the prescribed program, differentiating for all students is daunting, if not impossible. They are also hearing from administrators , publishers, websites about the Science of Reading, casting self-doubt regarding their current practices. It’s going to take time for teachers to implement components within the SOR, much of what reading specialists … Read More
As a literacy specialist, I fully endorse this strategy. While teachers are struggling with pandemic learning and social /emotional needs of 25 students, while teaching the prescribed program, differentiating for all students is daunting, if not impossible.
They are also hearing from administrators , publishers, websites about the Science of Reading, casting self-doubt regarding their current practices. It’s going to take time for teachers to implement components within the SOR, much of what reading specialists have known and is part of their repertoire of teaching strategies while working with students. Currently tutoring privately; would love to work within the school system again to teach the tutors and work alongside them to proactively address the current literacy challenges.
Larry Ada.s 2 months ago2 months ago
Differentiated instruction is a step in the right direction. The importance of reading comprehension cannot be overstated. To get the best results you want the best people and be willing to pay them accordingly.
This principle is adhered to in every other endeavor. English teachers and librarians are underpaid and the first to be let go. The Houston Public School system recently closed their libraries. What are the incentives for qualified people to get involved where they are sorely needed?
Paul Feyereisen 2 months ago2 months ago
We would agree. Teachers alone can’t teach literacy. This is the reason we created 1-2-3 Reading (www.1-2-3reading.com) and the ‘Reading at Grade Level’ program. We teach parents how to identify gaps in their children’s learning. It is a team effort!
Karen Yee 2 months ago2 months ago
Thank you Ms. Jochim, for your article! I tire of the repeated dialogue blaming classroom teachers and the curriculums they use for student reading difficulties. You lay out the complicated literacy backgrounds of students in public elementary schools classrooms of today. I don’t often hear about programs using differentiated instruction to meet the needs of all students. Your article is a breath of fresh air. Thank you for taking the time to publish on EdSource!
Jim 2 months ago2 months ago
Fortunately we don’t have to imagine, we can follow the results.
“Imagine what might be possible if every child had access to differentiated instruction that met their individual needs.”