New Legislation Aims to Close California’s Reading Gap

Early literacy bill calls for an evidence-based approach to teaching children how to read that adheres to the science of reading.

It’s time California ensures that its children can read proficiently by the end of 3rd grade.


On February 7, 2024, Assemblymember Blanca Rubio (D-Baldwin Park) introduced a comprehensive early literacy bill, Assembly Bill 2222 (AB 2222) to ensure an evidence-based approach to teaching all of California’s elementary school students how to read and address the deep inequities in reading achievement for California’s most vulnerable students. The bill has bipartisan support from 13 co-authors. Decoding Dyslexia CA is co-sponsoring this legislation with EdVoice and Families In Schools.

Reading is the gateway to knowledge and future opportunities for students. Unfortunately, California is facing a literacy crisis in part due to ineffective early literacy instruction. Currently, only 4 in 10 third grade students are at grade level in English language arts. Nearly 70% of 3rd-grade students from low-income communities are not meeting state standards for English Language Arts, and the vast majority of those falling behind are disproportionately Black and Latino children, English learners, and students with disabilities. It is critical that we address these deep inequities and are grateful to Assemblymember Rubio for introducing legislation that will set up both students and educators for success. We are proud to co-sponsor AB 2222 and will be calling on our membership and community to help advocate for its passage. 

AB 2222 focuses on three specific priorities with overarching accountability and transparency measures:

  1. Access to TK-8 literacy instructional materials that adhere to the science of reading;
  2. Professional development and training for current educators in evidence-based literacy instruction; and
  3. Improved accountability in teacher preparation programs related to new literacy teaching standards and support for professional development for teacher preparation faculty.

Adhering to the science of reading means following evidence from a large body of interdisciplinary research that guides effective classroom practices benefitting all students, including English learners and those at risk of or with dyslexia. Evidence-based practices include systematic and explicit instruction focused on phonological and phonemic awareness, phonics, fluency, oral language development, vocabulary, comprehension, and writing.

CALL TO ACTION
To show support for AB 2222, we urge you to:

  1. Sign our petition to encourage your state legislators to support AB 2222
  2. Click here to learn more about the bill
  3. Signup for DDCA emails to stay up-to-date on the bill’s journey through CA’s legislature

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DDCA is pleased to team with  EdVoice Institute, California Reading Coalition, Families in Schools and 21st Century Alliance in the newly-formed California Early Literacy Coalition. 

This California Early Literacy Coalition helps to influence changes to state policy to ensure all California’s children achieve literacy before the end of elementary school.  Please read our Early Literacy Policy Brief for more information.

#CaliforniaKidsRead  #AB2222  #EarlyLiteracy  #EarlyLiteracyMatters  #ScienceOfReading

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Columbia Dissolves TCRWP & Lucy Calkins Steps Down

Decoding Dyslexia CA celebrates the end of an era of unsupported literacy practices at Teachers College Columbia.

On September 1, Teachers College, Columbia University, announced it will dissolve Teachers College Reading and Writing Project (TCRWP) and founding director Lucy Calkins will be stepping down. The news sent shockwaves across the literacy landscape, with dyslexia advocates celebrating another sign that the on-going push for evidence-based instruction is gaining traction.

Founded in 1981, TCRWP provides teacher professional development and has played a major role shaping the controversial balanced literacy approach to instruction. Dr. Calkins is often recognized as the face of balanced literacy and her leadership at TCRWP has, for decades, influenced the teaching of reading across the country. Dr. Calkins, along with TCRWP colleagues, is the author of the popular elementary curriculum Units of Study for Teaching Reading, in addition to many other professional books and curriculum products for teachers. 

Dr. Calkins will be continuing her work as a private consultant and has formed the company Mossflower Reading and Writing Project, but the dissolution from Columbia Teachers College is a huge blow to her brand. For decades, the prestigious Ivy League affiliation carried an automatic stamp of approval. Districts sent teachers to New York, from across the country, to attend the “Summer Institute” on the Columbia Teachers College campus. The content of these trainings centered on balanced literacy, which, thanks to extensive media attention, including the award-winning Sold a Story podcast, is now widely-recognized as an approach that fails to meet the needs of many children, especially English Learners and those with dyslexia.

Dr. Calkins and TCRWP have faced much-needed scrutiny in recent years. In 2020, an extensive review called out the curriculum’s failings.

Subsequently, an evaluation by the nonprofit EdReports rated the program the lowest of any like materials on the market. The details of the EdReports evaluation can be found here.

Decoding Dyslexia CA recognizes this moment, when Teachers College Columbia takes a public stand and dissociates from Lucy Calkins and the storied TCRWP she founded, as another step forward for the field and for children. We know that educational equity rests on evidence-based practices, and we expect leaders in the field to do better to ensure access to literacy for all. We hope other institutions and universities will follow the example of Teachers College Columbia and dissolve professional associations with individuals and organizations that espouse theories not grounded in evidence. Additional information can be found in this September 13th article in EdSource

Please be sure to read our upcoming blog on Calkins’ TCRWP through a California lens, and please encourage family, friends, and colleagues to sign up for DDCA emails to stay informed on dyslexia-related efforts in California.