For a decade, researchers from the School of Education Neag have worked with the state on an ambitious literacy initiative designed to close Connecticut’s significant achievement gap.
Their efforts have been so successful that a program that began with a few pilot schools is now slated for significant expansion to school districts in need across the state.
In 2021, Connecticut passed Law of the right to read to improve literacy in the first grades. The law allocates $12.8 million in state funds to establish a Center for Literacy and Reading Success Research and funds a literacy coach for each public school district.
Amy Selib Dowell, Connecticut’s state director for education reform now, says The Connecticut Partnership for Literary Success (formerly known as the CT K-3 Reading Model) was the launching pad for the Right to Read Act .
“He has developed and tested best practices and has shown time and time again that the combination of well-prepared educators and an ongoing commitment to research-based approaches to early literacy instruction helps most students . With the passage of this new legislation, Connecticut will bring this work to every K-3 classroom in the state,” Dowell says.
Researchers and supporters of the initiative believe it’s an approach that can work effectively to close the achievement gap in the state’s public schools. Nationally, Connecticut ranks high in achievement compared to other states. However, there is a stark difference between wealthy, high-performing suburban school districts and their more urban and/or economically disadvantaged peers.
“The good news is that we probably know more about teaching reading than any other area of education. We know how children learn to read and the strategies to help them,” says Professor Michael Coyne.
Michael Coyne, professor and head of the educational psychology department at the Neag School, says early literacy is the key. If students can’t read well by third grade, it may be too late.
“Reading scores and reading achievement are perhaps the most important academic skill that children learn in school,” says Coyne. “It’s the gateway skill. If you become a successful reader, it opens up all the other areas of study. But if you can’t read, it limits everything.”
Statistically, students from vulnerable backgrounds, such as children of color and English language learners, are at the greatest risk of falling behind. Coyne says the pandemic has exacerbated the danger, and the longer it takes a student to develop reading skills, the harder it will be for them to catch up. As a result, the achievement gap only widens.
“Reading results and reading achievement are perhaps the most important academic skill children learn in school,” says teacher Michael Coyne.
“The good news is that we probably know more about teaching reading than any other area of education. We know how kids learn to read and the strategies to help them,” says Coyne. “Teachers are the critical first line, but they can’t do it all by themselves. They need support to work smarter, not just harder. This kind of approach really provides structure, routine and resources to help students succeed.”
Coyne and retired Neag School teacher George Sugai launched the initiative in 2012 based on empirically validated practices for teaching and assessing reading. The framework incorporates a school-wide reading improvement plan, a comprehensive literacy assessment system, high-quality classroom instruction, regular evidence-based reading interventions, coaching and professional development directed for teachers. Success also depends on building strong relationships with students’ families.
Started as a pilot program in five schools, the initiative showed great promise. Schools that implemented the reading model for at least three years doubled the number of students meeting grade-level literacy goals and dramatically reduced the number of students at significant risk of reading failure.
The success encouraged members of the state legislature, especially the Black and Puerto Rican Caucus, which advocated expanding the initiative to more districts across the state. The initiative is now implemented in more than 70 elementary schools in 16 Connecticut districts, including Hartford, New Haven, Bridgeport, Stamford and Waterbury.
The initiative is aimed at greater growth. Over the winter, the state Department of Education awarded Coyne a $3.59 million grant to continue expanding across Connecticut, partnering with districts in need. In total, the state has invested about $20 million since the initiative was launched, representing an important and long-standing partnership.
“We know that every child, in every school, is capable of greatness and success, but we must offer the best and most effective tools. The Neag School at UConn has been at the forefront of this work and we were honored to partner with them,” says Dowell.
Additional stories:
The pilot reading initiative shows spectacular results
Pilot reading instruction program shows dramatic results in closing the achievement gap