Ohio Focus of the Week: Fighting the Reading Crisis Through Science of Reading
Ohio Focus of the Week turns to the state’s efforts to improve children’s reading skills as teachers continue to raise concerns about the number of students struggling with literacy across the United States.
A recent Yahoo News report has highlighted teachers sounding the alarm over children’s reading abilities. In Ohio, the challenge is reflected in state and national assessments, with only 61% of third graders reaching reading proficiency during the 2024–25 school year.
Ohio has responded with a series of reforms designed to identify struggling readers earlier, improve classroom instruction and give teachers better tools to help children catch up.
At the centre of the state’s strategy is the Science of Reading, adopted through legislation in 2023. The approach requires schools to use evidence-based instruction built around phonemic awareness, phonics, fluency, vocabulary and comprehension.
The state has also changed the reading materials available in schools. Ohio has restricted curricula that do not align with evidence-based reading practices and encouraged schools to adopt stronger programmes. Core Knowledge Language Arts, which combines foundational reading skills with vocabulary and background knowledge, was the most widely used core literacy curriculum across Ohio’s K–5 classrooms in 2024–25.
Teacher development is another major part of the state’s response. More than 115,000 Ohio educators had completed introductory Science of Reading professional development by the end of 2025. By March 2026, reading coaches had been placed in 151 low-performing schools, giving teachers more personalised instructional support.
Ohio is also examining teacher preparation. In 2025, the state audited 48 college-based teacher preparation programmes to determine whether they were aligned with the Science of Reading. Ten programmes failed the audit and were given 12 months to make corrective changes.
The state has further strengthened early identification by reducing the number of diagnostic tests schools can use to identify children falling behind in reading.
However, gaps remain. Nearly all third graders were promoted in 2024–25 despite only 61% reaching reading proficiency, raising concerns about whether struggling children are receiving enough intensive support.
Ohio’s literacy strategy is therefore still a work in progress. But through evidence-based teaching, stronger curricula, teacher training, early identification and targeted coaching, the state is attempting to give more children the reading foundation they need to succeed in school and beyond.
