On May 4, 2023, House Bill 1558 was signed into law in Indiana. This bill established the “science of reading” as the curriculum standard for schools in the state, in response to concerns that other teaching methods were not effectively helping children with reading and writing skills. The primary culprit identified was the “reading recovery” method, which had been used in many schools but was found to not be as effective as previously thought.
The new law mandated the removal of the “three-cueing model” and the implementation of phonetic learning in schools by the start of the 2024-2025 school year. While future students will benefit from this change, there is a gap in support for current students who have not yet learned how to read, particularly those in higher grades who are still struggling with literacy. The consequences of not learning to read early can impact other cognitive skills and lead to long-term negative effects.
While some parents have the resources to provide additional support for their children’s literacy struggles, many do not. The shift to the “science of reading” curriculum is a step in the right direction, but there needs to be a focus on helping children who are currently falling through the cracks during this transition period. Perhaps funding formerly allocated to “reading recovery” programs could be redirected to a new program aimed at assisting these students in catching up on their reading skills. Emily Dixon, an Indianapolis resident, highlights
