(The Sentinel) – The utilization of the science of reading to promote literacy will soon become mandatory in Kansas schools. This approach will also be integrated into the training curriculum for new educators in Kansas teacher’s college programs.
The bill, which received overwhelming bipartisan support and is anticipated to be signed by Kansas Governor Laura Kelly, not only codifies the evidence-based method into state law but also establishes ambitious targets for enhancing student achievement. It further introduces a new 15-member Literacy Advisory Committee and appoints a “Director of Literacy Education.”
Moreover, the legislation mandates the creation of regional Centers of Excellence in Reading.
Dr. David Hurford, the director of the Center for Research, Evaluation, and Awareness of Dyslexia at Pittsburg State University, who played a pivotal role in drafting the bill and has been a staunch advocate for the science of reading, expressed his enthusiasm. In a recent telephone interview, he remarked, “What’s remarkable about this bill is its holistic approach to addressing the challenge of reading difficulties. It truly embodies the knowledge we have acquired through scientific research and can be applied to empower children to become proficient readers.”
Oversight and Progress Monitoring by the Literacy Advisory Committee
The bill outlines some of the most ambitious literacy objectives nationwide. By 2030, just five years after the bill’s enactment, it mandates that 100% of Kansas elementary teachers attain a micro-credential in the science of reading and structured literacy. Additionally, it targets at least 50% of 3rd through 8th graders achieving level 3 or above and a minimum of 90% of Kansas 3rd through 8th graders reaching level 2 or above on the English language arts state assessment by 2033.
According to the 2023 state assessment, 32% of students in Grades 3-8 are reading below grade level (Level 1), 33% are at grade level but require remedial training (Level 2), and 34% are proficient (Levels 3 and 4). The bill aims to reduce the percentage of students below grade level to 10%, with 40% at grade level needing remediation and 50% proficient within a decade to achieve these objectives.
To facilitate this, the bill establishes a 15-member committee, including the appointed director by the executive officer of the Kansas Board of Regents, representatives from various educational institutions, the governor, members from both chambers of the Kansas Legislature, and an ESOL expert, for four-year terms. This committee is tasked with providing annual progress reports to the legislature.
Challenges in Ensuring Accountability
While the education sector offered conditional support for the bill, there were attempts to dilute the accountability measures. Kansas State Board of Education Member Ann Mah, speaking in support of the bill, argued against the necessity of oversight by the literacy advisory committee.
On the other hand, Leah Fliter, assistant executive director for advocacy for the Kansas Association of School Boards, raised concerns about specifying the details of the Kansas Assessment program in the statute.
Defining the Science of Reading
The science of reading encompasses a comprehensive and proven approach to literacy instruction that benefits nearly every reader, enabling them to comprehend the fundamentals of written language.
Hurford explained, “Reading is inherently complex. While speech acquisition is a natural process, reading is a cognitive challenge that requires explicit instruction. Neuroscientists describe reading as ‘neurological recycling,’ signifying the brain’s adaptation to perform a non-innate task, making it inherently demanding and necessitating a structured approach.”
The bill mandates that all teachers and students acquire proficiency in phonological & phonemic awareness, reading, vocabulary, writing, and punctuation symbols. This emphasis on foundational literacy skills mirrors the traditional phonics-based methods prevalent in earlier educational practices.
In conclusion, Senate Bill 438 represents a significant step towards prioritizing literacy education in Kansas schools. The comprehensive provisions underscore the collective commitment of educational stakeholders towards enhancing reading proficiency among students, setting a benchmark for other states to emulate.