Teaching the Science of Reading in Ohio

Throughout the past five years, Ohio legislators have taken several significant steps toward adopting policies and practices aligned with the science of reading, establishing the state as a national literacy leader. 

• In 2021, state lawmakers passed House Bill (HB) 436, which calls for K–3 universal screening for dyslexia and science-aligned professional development for K–3 and special education teachers. The bill also provides deadlines for the general education teachers and special education teachers in grades 4–12 to meet by September 2025.

• In 2023, lawmakers passed HB 33, which required educators to implement the science of reading starting during the 2024–2025 school year. State lawmakers dedicated $168 million to help cover the costs of new curricula, teacher professional development, and literacy coaches. With this law, most teachers and administrators must have completed a science of reading-aligned professional learning course approved by the department by June 30, 2025. The bill also prohibits the three-cueing method of reading instruction, which teaches students to rely on visual or context clues to decode words.

• In 2024, lawmakers strengthened Ohio’s Third Grade Reading Guarantee, requiring all students in grades K–3 to be screened annually. Struggling readers must be placed on Reading Improvement and Monitoring Plans (RIMPs) that include targeted, research-based interventions. The same year, the Ohio Department of Education and Workforce (ODEW)  released a list of high-quality literacy instructional materials (HQIMs), updated in March 2025. The list includes both core curriculum and intervention materials.

A 2024 Fordham survey revealed these laws are already creating positive change in Ohio schools. For example, 81% of teachers say they’ve “noticed changes” in their schools’ literacy instruction during the past year. The majority (68%) of teachers in their first or second year of transition viewed changes positively, while just 7% rated them negatively. When asked in the survey whether they favored a phonics or three-cueing approach, 72% reported a preference for the phonics approach.

However, survey findings also revealed that 30% of teachers reported using non-approved state curricula and indicated their core reading curricula and professional learning did not adequately prepare them to support struggling readers, including English Learners and students with disabilities. This suggests administrators still have work to do to ensure teachers fully embrace and understand how to use new materials effectively.

What Is the Science of Reading?

The phrase “science of reading” refers to decades of gold-standard research that explains the science behind how humans learn to read. Many equate the phrase “science of reading” with decoding or other instructional methods that have been proven effective in teaching reading. The body of research that makes up the science of reading can be more easily understood through these four frameworks and models, which are all interconnected:

• The Five Pillars of Reading Instruction include phonemic awareness, phonics, vocabulary, fluency, and comprehension. Students must master each component to develop strong reading skills, and educators who understand and effectively teach these pillars can increase the chances their students will learn to read proficiently.

• Scarborough’s Reading Rope 
  

Scarborough’s “Rope” Model from Handbook of Early Literacy Research, © 2001 by Guilford Press.

With a slightly different breakdown of skill components, Scarborough’s Reading Rope provides a visual representation of the various elements that must be woven together for skilled reading. 

These strands are separated into two categories: word recognition and language comprehension. These two sections (the same main components represented in the Simple View of Reading are further broken down into smaller "strands" that represent the different skills that go into each category. All of these strands are critical for skilled reading and are interdependent. For example, word recognition is a combination of phonological awareness, decoding, and sight recognition. Language comprehension is the other necessary component of reading comprehension. It requires the combination of background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge.

• The Simple View of Reading: According to Philip Gough and William Tunmer’s (1986) Simple View of Reading (SVR), reading comprehension is conceptualized through the combination of two skills: word recognition and language comprehension. The model is represented as a multiplication equation, showing that neither of these concepts is sufficient on its own. A lack of understanding of one concept could lead to overall reading failure. This is why it is so crucial for students to develop both. 

• Structured Literacy is an approach to teaching reading distinguished by its systematic, cumulative, and explicit methodology. The International Dyslexia Association® (IDA) developed and trademarked this teaching method. There are two critical hallmarks of Structured Literacy instruction:

  • It must teach all of the components that evidence has found to be foremost in ensuring reading success.

  • It must employ principles that align with the necessity of each component.

Ohio Science of Reading Requirements: Key Highlights

District administrators, school administrators, and teachers each play a role in ensuring a successful transition to the science of reading. This chart identifies each key requirement, the audience it applies to, and notes.

What Ohio Educators Need To Do Now

While most administrators are well aware of the state’s reading requirements, many will need to re-prioritize activities this year as they assess the needs of school administrators, teachers, and students. 

Using data and teacher feedback, you may need to conduct a curriculum audit to identify where existing materials align (or misalign) with science of reading principles and replace or supplement them with new resources. Teachers must receive training to implement these new materials with fidelity and consistency. As you assess your district’s transition to the science of reading, consider:

1. Aligning teaching practices with new standards

Ohio teachers must shift away from practices like three-cueing and internalize instructional methods grounded in the science of reading. This means they need the training and confidence to deliver explicit, systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Teachers will also be expected to understand and use assessment data to inform small-group instruction and respond to students’ evolving literacy needs. Educators must receive ongoing professional learning that teaches them how to put the science of reading into practice.

2. Ensuring curriculum and resources meet state requirements

Beginning in the 2024–2025 school year, teachers piloted state-approved English language arts core and intervention solutions aligned to the science of reading. More recently, state leaders updated the list to include additional materials. Existing literacy programs that do not meet the state’s criteria or fail to address students' needs adequately should be revised, supplemented, or replaced. If adopting new curricula, teachers must be familiar with the latest materials and know how to use them effectively in the classroom. However, administrators have many choices when it comes to selecting solutions from the approved intervention list, and should be encouraged to solicit teacher feedback, efficacy studies, and evaluations from sources such as the What Works Clearinghouse to help them make informed decisions.

3. Providing support and ongoing training for educators

To comply with House Bill 33, all K–12 educators and administrators must have completed their state-approved professional development program by June 30, 2025. While this initial training meets requirements, teachers need ongoing support in the form of peer coaching and collaborative planning to successfully integrate these changes into their classrooms.

At the same time, administrators can use data to address the unique needs of their students. Test scores indicate students are entering secondary school without mastering grade-level reading skills. Middle and high school teachers seeking to support students in their content areas may need assistance in selecting solutions that cater to the needs of older students.

Frequently Asked Questions About Ohio’s Science of Reading Requirements

The ODEW provides a science of reading Q&A section on its website. Here are a few answers to commonly asked questions.

How do the Ohio science of reading requirements impact the existing curriculum?

Ohio science of reading requirements impact the existing curriculum by requiring teachers to shift away from practices like three-cueing and adopt instructional methods grounded in the science of reading. Teachers will also be expected to assess student progress and use data to inform small-group instruction and respond to students’ evolving literacy needs. Under ORC 3313.6028(D), educators can apply for waivers for individual students. In its evaluation, the ODEW considers the performance of the student's district or school on the Ohio School Report Cards, including the district’s or school’s performance on the Early Literacy component of the Ohio School Report Cards. 

What training do teachers need to teach the science of reading in Ohio?

To teach the science of reading in Ohio, teachers will need to complete a professional development course. District and school administrators are responsible for determining which of their teachers still must complete the professional development course. There are multiple pathways to meet the HB 33 requirement for science of reading professional development, depending on the age band a teacher primarily serves. District and school leaders determine which pathway teachers must take to meet their requirements. All professional development sequences consist of online modules completed in the ODEW’s Learning Management System in addition to face-to-face facilitated meetings with a trained facilitator.

Teachers or administrators who have previously completed similar training might not be required to complete the course. A list of trainings determined by the ODEW to meet this requirement is available on the ODEW professional development webpage. 

Can Lexia meet state-approved criteria?

Lexia® is committed to supporting Ohio educators and students statewide in their successful transition to the science of reading. Meeting the challenges associated with this shift requires flexible, evidence-based teaching and learning solutions, including:

• Student literacy solutions that meet the rigorous criteria for two ODEW HQIM lists. Lexia® Core5® Reading (pre-K–5) and Lexia® PowerUp Literacy® (Grades 6–12) are both listed as High Quality Instructional Materials (HQIM) approved by the ODEW. 

  • Core5 is approved under Core Foundational Skills/Supplemental Instructional Materials for Grades K–2 and Evidence-Based Reading Intervention Program for Grades Pre-K–5. 

  • PowerUp is on the list of approved reading intervention programs that meet the required criteria for prekindergarten through grade 12. 

• Evidence-based professional development for teachers and administrators. Lexia® LETRS® Professional Learning fulfills HB 33 requirements for science of reading training, including credit hours and stipends. Additionally, Lexia® LETRS® for Early Childhood Educators and Lexia® LETRS® for Administrators meet the requirements of HB 33 and HB 436, which aim to provide professional development to educators in the science of reading and for identifying and instructing students with dyslexia. 

• Lexia Aspire® Professional Learning is a professional learning solution designed to meet the needs of all educators working with middle and high school learners, including content-area teachers, interventionists, and instructional leaders. An IDA-accredited program, Aspire trains educators to integrate literacy skills and strategies into their instruction, enabling adolescent students to develop comprehension, writing, and reasoning skills and articulate their ideas across complex texts and subjects.

How Lexia Can Help Ohio Districts Transition to Science of Reading

Lexia provides educators with comprehensive support and training in its Core5, PowerUp, and LETRS solutions to ensure successful implementation and sustained educator development.

• In Core5, Ohio teachers and administrators can access an implementation guide that outlines step-by-step strategies for effective classroom use. Lexia's Help Center provides setup instructions, troubleshooting articles, and a feature for submitting support tickets. Educators can also engage with a peer community forum to exchange ideas, share experiences, and collaboratively troubleshoot challenges.

• PowerUp, designed for grades 6–12, is supported through the same platform as Core5. Educators can access the Help Center for setup, guidance, and technical assistance, as well as receive peer support and share best practices.

• LETRS, Lexia’s professional learning program for early childhood educators, pre-K–5 teachers, and administrators, includes self-paced online modules, live virtual or in-person training sessions, and opportunities for certification. The online modules, which take approximately 30 to 60 minutes to complete, are organized into units and include digital lessons, reflection journals, and classroom application activities. School leaders can deliver live training sessions after each unit of instruction. Many district administrators provide additional coaching and support to help integrate LETRS strategies into daily instruction.

• Aspire, Lexia’s professional learning program for middle and high school teachers, includes pathways designed specifically for content-area teachers, including English language arts, social studies, and science teachers, who may need to provide literacy guidance in the context of their instruction (from content-specific vocabulary to increasing text complexity across subject areas).

Lexia’s built-in support infrastructure ensures educators have the tools, training, and ongoing assistance needed to deliver research-based literacy instruction aligned with Ohio goals. 

Administrators balance several initiatives. With Lexia, you don't have to navigate the transition to the science of reading alone.