February 14, 2024

By Amy Jolly, Head of School

The Boston Globe recently had a front-page article on the “Science of Reading” (SoR) called “Lost in the World of Words” (McLaaren, Mandy & Martin, Naomi  “Lost in a world of words: Key takeaways from Globe literacy investigation” Boston Globe January 17, 2024) that highlights that “Learning to read is the greatest gift a school can give a child. And yet here, in the birthplace of public education, outmoded teaching methods leave thousands of students struggling to gain this critical skill”. The article accurately details the weaknesses in reading instruction across the Commonwealth of Massachusetts, and noted the importance of mastering reading before the critical 4th-grade juncture, when instruction largely moves from ‘learning to read’ to ‘reading to learn’. The article also highlighted recent legislation that requires schools to screen for the markers of reading difficulties starting in preschool, and the uneven implementation of those requirements. Of additional concern was the state of teacher training in key concepts of SoR, and that most teacher preparation programs have not yet embraced preparing teachers properly to teach reading. With potentially overwhelming context, how do schools ensure we are meeting the research-based standards of excellent reading instruction? At Applewild School, we began to wrestle with these challenges several years ago, and here is where we are:

IT ALL STARTS WITH THE FACULTY

We started with our teaching staff and inventorying their SoR skills. We identified that staff needed training in screening for, and identifying, reading issues (especially in Pre-Kindergarten and Kindergarten). We also identified that our faculty needed training in how to implement SoR pedagogy. As such, our K-5 teachers are trained in Lexia’s ‘LETRS®’ program, a professional

learning course of study based on the science of reading for elementary educators. All K-3 teachers have completed training in how to implement Wilson’s “Fundations” program. We also provide continued professional development so our school now has several certified Orton-Gillingham (OG) learning specialists - when we identify dyslexia or other reading issues, we offer this high-quality approach.

EARLY IDENTIFICATION AND ONGOING PROGRESS MONITORING

We consider ourselves to be a ‘science of reading’ school, which means that we teach reading using a vast, interdisciplinary body of scientifically-based research

Applewild teaches reading using the “Science of Reading” approach, which is founded in scientific evidence. While teachers of Pre-Kindergarten use a variety of reading supports, teachers of grades Kindergarten through 3rd use Wilson’s program “Fundations” for teaching phonemic/phonological awareness, reading and spelling. Students use the series “Geodes” (decodable books) to practice and reinforce what has been taught with Fundations.

DEPTH OF THE PROGRAM

Applewild School uses several curriculums and professional development training models to support the learning that takes place in the classroom. This includes following the “Progression of Word Study through the Grades” (p. 79) table seen below, from Moats, L. & Tolman, C. (2019).

Table 1. Progression of Word Study through the Grades

Source: Moats, L. & Tolman, C. (2019). Language Essentials for Teachers of Reading and Spelling (LETRS) (3rd ed.). Voyager Sopris Learning.

STUDENT PROGRESS IS MONITORED

Applewild School faculty routinely screen students’ pre-reading and reading abilities in Pre-Kindergarten through 9th grade. We screen our Pre-Kindergarten students in the comfort and familiarity of our school using a variety of assessments conducted by their teachers, who are trained and supervised by Applewild School’s Director of Literacy. Teachers routinely conduct phonemic and phonological awareness assessments in read-aloud, rhyme judgment, rhyme matching, alliteration, syllable blending, syllable deletion, syllable counting, initial sound matching, onset-rhyme division and manipulation, as well as rhyme production activities.

Our K-9th grade teachers use a highly reliable reading screening tool called the DIBELS-8, which also serves as a dyslexia screener. It contains several reading assessments, including Letter Naming Fluency, Nonsense Word Fluency, Word Reading Fluency, Oral Reading Fluency, Accuracy of Sounds, and Reading Comprehension. Starting in 3rd grade, students also take a national standardized test through the Educational Records Bureau (ERBs). These assessments help the school rate the success of the reading program. We use the results of these various assessments to gauge reading progress (and concerns) with individual students, the whole class, and the whole school.

IMPORTANCE OF RELATIONSHIPS

Reading, as we know, benefits from relationships. And there is no more important bond at Applewild than that of the student-teacher relationships. Often, teachers engage in class Read Alouds which can drive an excitement for students learning to read on their own. In addition, faculty find time to work with each student on their readings individually, and in small book groups. We also believe in ordering the books that students want to read! The latest titles can be found on our shelves or better still, in the hands of our students. Of course, the connections students make through the ages at Applewild are very important. Our Buddies Program offers opportunities for older students to work with younger ones on their reading. There is nothing better than watching a 1st grader excitedly reading aloud to an 8th grader in the school library. These relationships are the foundation for the enthusiasm and resilience needed to learn to read!

A BROAD & DEEP PROGRAM INSPIRES ALL STUDENTS

While it is crucial to maintain a keen focus on the development of reading skills, it is also important to provide all students with a broad and deep program that spurs intellectual curiosity, creativity, and civic-mindedness. Students who struggle in one area, such as reading, need to find success in other areas. Highlights of the program include opportunities for academic work, as well as time dedicated to creativity, such as painting, drawing, ceramics, sculpture/3-d art, design & engineering, game design, machine thinking, instrumental music, singing, world languages, physical education/sports, drama, and public speaking. Our older students (4th-9th grade) have an in-school club program that meets three times per seven-day rotation that encourages leadership-skills development, and helps students develop new interests. Our faculty deploys high-quality project-based learning that is engaging, and inspiring to all students.

A METACOGNITIVE ENVIRONMENT

Our school is unapologetically metacognitive which means we value the process of learning as much as everything else we do. This means we get excited by the HOW a student learns as much as the WHY and the WHAT! In an environment where a student knows that effort, resilience, engagement, and curiosity are valued, all students are inspired to work on their strengths and challenges over time.

JOINING THE COMMUNITY

Do you know a student who would benefit from Applewild’s commitment to the Science of Reading? Inquire here to learn more about Applewild’s preschool, elementary, and middle school (5- and 7-day boarding options available for grades 4 to 9) programs.