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The Four Pillars to Reading Success: An Action Guide for States
Posted June 9, 2020
The National Council on Teacher Quality will be releasing a detailed guide that outlines the four actions states must take in order to support reading success for all students. The guide also includes a list of 13 essential aspects of reading every elementary teacher should know about reading instruction. You can get a sneak peek of it now.CORE’s president, Linda Diamond, was one of the team of reading experts that contributed to the action guide. This guide will be an invaluable resource for states and districts as they strive to ensure all teachers have essential knowledge of the science of reading and how to teach students to read.
3 responses to “The Four Pillars to Reading Success: An Action Guide for States”
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The National Council on Teacher Quality will be releasing a 
This is an outstanding Action Guide! I would like to encourage you to ask that Program Directors from Elementary and Reading programs sign on to commit to preparing their candidates according to these guidelines. Let those of us who are truly committed to these efforts make public our investment in accountable educator preparation practices for the benefit of K-12 students. I’d be the first to sign on!
I am thrilled to see these four recommendations and the guide acknowledging the science of reading, become a reality. Teaching all of our students to read is a compelling equity issue and for it to happen all of us in education need to be on the same page. All teachers need to have this research knowledge as their foundation. Attendance in two day publisher workshops will not produce reading success for our students.
Thank you Linda Diamond for your work on this project and to CORE for all the support you have provided to this teacher over the years! Mary Baker-Hendy
Great resource. It would even be better if you the literacy development of English learners would be addressed at some point. We have ELs in most classrooms where literacy teachers are trying to use evidence-based practices that do not work with students who are second language learners, because they were not included in the research, yet we expect these approaches to work with all students. When results are not satisfactory, we tend to blame the children. Please do not make the future of my students an after thought. We are failing English learners and other children who do not speak standard English, when are you going to include them from the get go? Thank you!