The ability to read is fundamental to educational success, yet literacy challenges persist across the nation.
To align with Ohio’s dyslexia support laws and Ohio’s science of reading initiatives, The University of Akron (UA) is stepping forward to address these issues through the establishment of its Center for Structured Literacy (CSL), a hub dedicated to equipping educators with evidence-based reading instruction techniques and is poised to shape the state’s educational landscape.
The CSL, housed in the LeBron James Family Foundation (LJFF) School of Education in the Buchtel College of Arts and Sciences, is all about the science of reading. It’s designed to support Ohio’s aspiring and current K-12 teachers in mastering structured literacy with the latest scientific research on reading instruction. This is an approach that is essential, and effective, for all students especially those with reading difficulties. The CSL was established last year thanks to a $950,000 grant from the Ohio Department of Higher Education (ODHE).
As of 2022, state law requires districts to establish a Structured Literacy Certification process for teachers providing instruction in kindergarten through third grade. That process must align with Ohio’s guidelines on best practices and methods for universal screening, intervention and remediation for children with dyslexia or displaying characteristics of dyslexia.
Structured literacy is a systematic and explicit approach to teaching reading by breaking language into core components like sound patterns, connections between spoken sounds and written letters, and how words are formed with prefixes, suffixes and roots. It empowers instructors to teach all the concepts of reading and writing through continuous evidence-based lessons with students while progressing the difficulty of concepts.
Unlike traditional methods, structured literacy doesn’t assume that each student will perfectly comprehend the lesson; instead, its multi-tiered system of support provides direct instruction tailored to the needs of all learners through ongoing progress-monitoring assessments.
“It’s the manner in which we are teaching reading and writing skills that’s the game-changer,” said Dr. Rebecca Tolson, the CSL director. “Through a combination of coursework and real-world practice, our students develop a deep understanding of language structure — knowledge that will make them more effective educators from day one.”
Addressing literacy gaps through education and training.
Practical experience is a cornerstone of UA’s teacher education program. The CSL offers structured experiences where undergraduate and graduate students engage in assessments, data analysis and direct instruction, making their skills even more unique and based on the latest literacy research.
Because UA is the only institution in the area extensively preparing teachers in structured literacy, its graduates have a distinct hiring advantage over education students from other local institutions. School districts benefit as well, as hiring UA-trained teachers reduces the need for costly additional training. Since schools are now required to implement structured literacy, having pre-service teachers who are already proficient in these methods saves both time and resources.
“In the end, this saves school districts lots of money that would have gone toward training existing teachers in the ways of structured literacy,” said Dr. Lisa Lenhart, retired school director and principal investigator for the ODHE grant. “Our center is a community-wide solution to a literacy crisis. When pre-service teachers leave UA, they’re ready to make a difference from day one. That benefits everyone — students, schools and communities alike.”
A key component is a vigorous practicum course in structured literacy, which faculty members completed as part of their yearlong professional development. The practicum includes tutoring young students and instructs educators to perform assessments and analyze data to inform their instructional planning, ensuring every student understands the material.
Now, those education faculty members are passing that knowledge on to undergraduate and graduate students. The school’s curriculum underwent revision to align with structured literacy, and now students graduate as certified structured literacy/dyslexia interventionists.
“Through this practicum, future educators gain the confidence to step into a classroom and implement research-backed strategies from the start,” said Dr. Sarah Cooey, assistant director of the center. “When I first started teaching, I wasn’t trained in structured literacy. Now, knowing what I do, I see how essential it is for all students. I do think moving forward this is how all teacher candidates are going to be trained and how practicing teachers will get their professional development. Structured literacy is where we’re all headed.”
Because of this training, fourth-year student Chelsea Shaffer can be sure she’s creating an inclusive and supportive learning environment when she becomes a middle-level teacher in science and social studies.
“Before joining the center, I hadn’t given much thought to teaching literacy — after all, why would a middle school science and social studies teacher need to know how to teach reading?” said Shaffer. “However, I quickly realized that no matter the subject, literacy is fundamental to student success, and I’m grateful for the knowledge and experience I’ve gained in this area. Seeing the effectiveness of structured literacy firsthand and knowing that I have the tools to support students’ reading development has strengthened my confidence.”
Beyond its teacher preparation programs, the CSL is committed to ongoing professional development for in-service educators. For now, as the center continues to take shape, initiatives such as the Summer Literacy Institute, scheduled for July 30, offer educators the opportunity to learn from literacy experts. The center also collaborates with local school districts to provide targeted training, ensuring that best practices in reading instruction reach classrooms across the region.
Looking Ahead
The CSL is also seeking accreditation from the International Dyslexia Association (IDA), highlighting its commitment to high-quality, science-based literacy instruction. This accreditation affirms UA’s alignment with the latest research and best practices in reading education.
The benefits of structured literacy extend beyond academics, contributing to Ohio’s economic growth through a well-educated workforce.
“I always say teachers are the main ingredient,” said Tolson. “You need a teacher who has been an apprentice; that’s why our practicum is so robust and why we work with students in our partner school districts directly in their classrooms. It’s that teacher interaction that creates literacy and empowers families to encourage their children to read at home.”
Story by Alex Knisely