More than half of Ohio programs promote multiple practices in their courses that are contrary. To research-based methods (e.g., “three-cueing,” “balanced literacy,” or “leveled texts”). Teaching these practices can undermine the effect of scientifically based reading instruction, even if that is also being taught. Based on analyses of alignment with the reading science, each program is assigned an overall letter grade. Those receiving A’s adequately cover all five components and make little or no use of contrary practices. In contrast, low-rated programs inadequately incorporate reading science into their coursework and may also promote multiple contrary practices. Seven Ohio programs earn. Overall A’s in our review: Marietta College, Mount St. Joseph University. Ohio University, University of Dayton, University of Findlay, University of Rio Grande, and Youngstown State University. Six programs earn overall F’s: Ashland University (undergraduate and graduate programs), Defiance College, Kent State University,
Miami University, and the
University of Toledo. Unfortunately Sweden WhatsApp Number some of Ohio’s largest teacher preparation programs. Such as those at Kent State University, Miami University, and Ashland University earn D’s or F’s. As a result, just 44 percent of. Ohio’s elementary teacher graduates come. From programs that receive an A or a B in this review. The uneven results point to a need for stronger teacher preparation policies to ensure that all prospective primary-grade teachers in Ohio are trained in the science of reading. This report offers several recommendations, of which the most crucial are: Ensure that Ohio’s reading coursework requirements include all components of the science of reading. Currently, Ohio requires elementary teacher prep programs to dedicate twelve credit hours to reading instruction, including a three-credit course in phonics. The phonics requirement is praiseworthy, but state law is vague about the content of the other nine credits. Lawmakers should require an explicit focus on phonemic awareness, fluency, vocabulary, and comprehension for the remaining courses.
Strengthen the state’s
Review and approval process for teacher Cayman Islands telephone number list preparation programs. Ohio currently implements a largely superficial review of preparation programs that doesn’t hold them rigorously accountable for training teachers in the science of reading. The Ohio Department of Higher Education (ODHE) should strengthen this process by including reviews of course materials and on-site visits by trained reading experts that gauge program alignment with the science. Include consequences for preparation programs that refuse to follow the science. ODHE should issue either conditional approvals or non-approvals for programs that are unwilling to implement scientifically based reading instruction. Strengthening teacher preparation will ensure that a future generation of educators is properly trained, but it won’t help current teachers who need to transition to scientifically based instruction. It also does little good to train teachers in the science of reading, but then allow their schools to use methods that are contrary to the science. The second part of this report discusses two additional areas of reform—curriculum and professional development—that legislators should leverage to ensure that all students, including those taught by veteran instructors, are. Key recommendations include:
