In a recent government meeting, education leaders emphasized the urgent need for comprehensive training in structured literacy to address the challenges faced by students with reading difficulties, particularly dyslexia. The discussion highlighted the importance of implementing the Orton-Gillingham approach across all elementary grades, supported by a $35 million funding initiative aimed at training teachers district-wide.

Ben Locke, the Michigan executive director of Teach Plus, underscored the critical situation in Michigan, which ranks among the lowest in the nation for fourth-grade reading proficiency. He shared poignant stories from teachers who have struggled to support their students due to inadequate training and resources. For instance, Shannon, a third-grade teacher, expressed her heartbreak over a student reading at a kindergarten level, illustrating the dire consequences of insufficient instructional methods.

Locke advocated for Senate Bills 567 and 568, which aim to provide clear guidelines on effective reading instruction and ensure that teachers receive the necessary training to support struggling readers. He warned that without these legislative measures, many students would continue to fall behind, as current teacher preparation programs in Michigan are lacking in essential components for teaching reading.

The meeting also addressed concerns regarding the prescriptive nature of the proposed training, with some representatives questioning the roles of colleges and universities in preparing teachers for the realities of classroom instruction. However, the consensus among educators was that a structured approach is vital for creating a common language and improving collaboration within schools.

As Michigan faces a critical juncture in its educational policies, the call for action is clear: without immediate and effective intervention, the state risks leaving thousands of students without the support they need to succeed in reading.