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Reading Education at Ohio State

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Across The Ohio State University, current and future educators are learning how to improve reading outcomes for Ohio's children using science of reading, a "vast, interdisciplinary body of scientifically-based research about reading and issues related to literacy and writing" (The Reading League). Educators trained at Ohio State are gaining skills to teach phonological awareness, phonics, reading fluency, vocabulary and oral language, comprehension and written expression. Together, we are working to create a brighter, more literate future for all.

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Science of Reading at The Ohio State University

The Ohio State University supports the Governor DeWine’s initiative, which aims to enhance literacy skills across all age groups in Ohio. The university is committed to improving reading proficiency through evidence-based practices and innovative programs.

As part of this effort, the College of Education and Human Ecology is actively involved in developing, implementing, and studying the effects of curricula, instructional strategies, and interventions aligned with science of reading. These research and practice collaborations underscore our shared dedication to ensuring that every Ohioan, from early childhood to adulthood, has the opportunity to develop strong literacy skills essential for future success.

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Related Programs

Coursework and program within EHE, as well as across Ohio State, are aligned with the science of reading. You can see a selection below. Be sure to view all the majors and programs the college has to offer. 

Ohio State educator licensure programs are aligned with 2023 literacy/reading standards for pre-service and in-service teacher requirements. 

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Related Courses

  • EDUTL 5102: Teaching and Learning of Literacy in Grades PreK-5 
  • EDUTL 5191: Supervised Student Teaching 
  • EDUTL 5225: Diverse Literature and Comprehension 
  • EDUTL 5226: Composing Print + Multimodal Text 
  • EDUTL 5230: Language Arts Methods for Preservice Middle Childhood Teachers 
  • EDUTL 5442: Teaching Reading Across the Curriculum 
  • EDUTL 5468: Foundations of Reading and Literacy 
  • EDUTL 5469: Language and Word Study for All Learners 
  • ESSPED 4191: Student Teaching in Special Education: Mild/Intensive
  • ESSPED 4360: Teaching Writing to Students with Disabilities 
  • ESSPED 5738: Reading Instruction for Children with Disabilities or Severe Reading Deficits
  • HDFS 3300 Promoting Early Language and Literacy in ECD&E
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Meet our students

Students will follow a curriculum emphasizing phonemic awareness, grapheme-phoneme correspondences and orthographic patterns, fluency, vocabulary and oral language, comprehension and writing. There are plenty of opportunities to gain experience in the classroom and get involved with research and be mentored by faculty.

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Everything based in research

At Ohio State, research underpins training in all teaching and learning instruction. Course curricula are continually updated to reflect the latest scientific evidence, ensuring that theories and research are put into practice.

American children lost ground in reading during the COVID-19 pandemic, but in truth had struggled for years before that disruption. Many states have recently restructured teacher training to not only support teaching language and comprehension but also to focus more on helping children hear and manipulate sounds in words — phonemic awareness — and use this knowledge to make words.

All teacher education majors in the College of Education and Human Ecology have been trained in dedicated phonics courses since 2001. But over those decades, literacy courses — including phonics instruction — have been continually refined as research comes to light.

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Faculty in the field

Research Projects

Optimizing Early Phonological Awareness Instruction to Support Reading and Spelling Acquisition

Principal Investigator: Shayne Piasta

Reading difficulties continue to be a pervasive public health issue. Many children, particularly those from marginalized populations, experience reading difficulties due to underdeveloped phonological awareness – and, specifically, phonemic awareness. Our long-term goal is to optimize phonological awareness intervention as a means of preventing reading difficulties and disparities. Our short-term goal is to complete two randomized controlled trials that inform such optimization through addressing current scientific controversies around the content, timing, and goals of phonological awareness intervention.

Efficacy and Mechanisms of Media and Storybook Interventions to Promote Children’s Early Literacy Skills via Caregiver Engagement

Principal Investigator: Rebecca Dore

By kindergarten entry, children from low-socioeconomic status (SES) backgrounds lag behind their peers from higher SES homes in early literacy and other school readiness skills and these gaps persist through high school. The goal of this study is to determine whether an intervention to support caregivers in engaging with their children while co-using educational media can improve children’s early literacy skills, compared to an aligned shared book reading intervention and to no intervention. Given that early literacy skills predict children’s later academic learning, this home intervention, which aims to shape the communication patterns surrounding a common, family-friendly activity, has the potential to positively influence the trajectory of low-income children’s academic success.

Investigating the Impact of the LETRS Program on Teacher Knowledge, Instructional Practice, and Student Literacy Outcomes

Principal Investigator: Shayne Piasta

In this study, the researchers will examine the effect of a teacher professional development program in literacy called Language Essentials for Teachers of Reading and Spelling (LETRS). LETRS is a fully developed, commercially available, and widely used professional development program to support literacy (language, reading, writing) outcomes.  Despite its wide use, causal evidence of its impact on teacher knowledge and practice and student literacy outcomes is limited. The researchers aim to examine the effects of LETRS on teacher knowledge, teacher instructional practice, and student literacy outcomes.  They will implement LETRS under real-world conditions within authentic educational contexts and with the intended end users.

Study to improve literacy skills with educational media at home

Principal Investigator: Laura Justice and Rebecca Dore

In this study, the researchers will examine the effect of a teacher professional development program in literacy called Language Essentials for Teachers of Reading and Spelling (LETRS). LETRS is a fully developed, commercially available, and widely used professional development program to support literacy (language, reading, writing) outcomes.  Despite its wide use, causal evidence of its impact on teacher knowledge and practice and student literacy outcomes is limited. The researchers aim to examine the effects of LETRS on teacher knowledge, teacher instructional practice, and student literacy outcomes.  They will implement LETRS under real-world conditions within authentic educational contexts and with the intended end users.

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Related news

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And that's not all

The science of reading is a broad and multifaceted field. Beyond the core research, there are numerous related projects that contribute to our understanding to improving literacy outcomes for children.