With the new school year approaching, a growing number of educators are turning to the science of reading to reshape how literacy is taught. This evidence-based approach emphasizes explicit, systematic instruction in foundational skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension. When implemented effectively, it leads to:

• Earlier and more accurate word reading
• Improved reading fluency
• Vocabulary growth
• Adept reading comprehension
• Increased enjoyment and independence in reading
• Fewer students needing intervention

These benefits are not theoretical. They’re being realized in classrooms across the country, thanks to targeted professional development initiatives.

Colorado’s Reading to Ensure Academic Development (READ) Act
Focused on early literacy development for students in kindergarten through third grade, the READ Act provided funding and guidance for districts to adopt approved professional learning and instructional tools. The Colorado Department of Education (CDE) partnered with Public Consulting Group (PCG) to provide educators with professional development in foundational reading skills. PCG developed a series of asynchronous professional development modules grounded in the science of reading. These modules have been accessed by more than 26,000 teachers, with educators reporting significant gains in their understanding of:

• Working with second language learners
• How the brain processes reading
• Speech sounds of English, phonology, and phonemes
• The connections between neuroscience and orthographic conventions

At the end of each professional development module, participants were given a survey to complete. With over 114,000 survey responses, more than 95% of participants rated the modules highly for clarity, relevance, and impact on their teaching practice.

Read the Science of Reading Solution: Foundational Literacy Professional Development for Educators to learn more.

Eastern Oregon University’s Reading Clinic
In Oregon, the Eastern Oregon University’s Reading Clinic, led by Dr. Ronda Fritz, was developed to train pre-service educators in evidence-based literacy instruction. However, the program required additional resources and expertise to provide in-service teachers with the tools and professional. Through philanthropic funding, Eastern Oregon University’s Reading Clinic incorporated PCG’s, “Building a Strong Foundation for Lifelong Literacy Success,” professional development modules into in-service training for educators. These modules provided evidence-based instruction in topics such as diagnostic assessment, explicit instruction, and tools and resources for small group lessons, enhancing the clinic’s hands-on learning experiences.
Over 94% of Reading Clinic participants felt that the modules were helpful for their role or function, and this impact extends to their classrooms as well. In Oregon’s Hood River School District, one second-grade class saw benchmark reading scores jump from 36% to 78% in a single semester after their teacher participated in the clinic.

Read Eastern Oregon University Science of Reading Training to learn more.

As the new school year begins, educators have a unique opportunity to transform literacy outcomes. Whether you’re a classroom teacher, instructional coach, or district leader, investing in professional development rooted in evidence-based research is one of the most impactful steps you can take.

To learn more about PCG’s work in education, click here.