Teaching reading and spelling based on the latest evidenced-based brain research has become widely accepted and practiced in elementary schools. Twenty-three states including Nebraska are using Language Essentials for Teachers of Reading and Spelling, or LETRS. In some schools, including Superior, it has made a great impact on students’ reading.
“Superior is one of the first districts in Nebraska to have a fully-trained LETRS staff,” said Jennifer Utecht, teacher and reading specialist at Superior Elementary School. LETRS is designed to help teachers understand how children learn to read and write and to equip them to teach literacy skills.
Jennifer Utecht, holds a master’s degree in reading. She began teaching at Superior Elementary School in 2010. “I developed an interest in how students read, literacy rates, and the correlation of illiteracy having a far-reaching impact on society,” Utecht said.
She researched ways children learn and traditional programs of instruction. In connecting with others in her study, she discovered LETRS and presented it to Superior teachers and administrators who caught the vision and “brought it to life.” Superior had their first cohort of teachers complete the 2-year training in 2021-2022 and have made great strides in applying what they have learned.
The science of reading evolved from multidisciplinary professionals who collaborated. Neuroscientist, psychologists, linguists and teachers combined their studies of how children learn to speak, read and write. This resulted in Louisa Moats, PhD, and Carol Tolman, PhD, creating the training of LETRS for educators.
Students’ reading has made noticeable improvements using LETRS. In 2019, the state of Mississippi, was the only state that had improvement in their fourth graders reading scores, according to the National Assessment of Educational Progress (NAEP).
In Superior, reading assessments are taken three times per year to monitor educational growth of students. In the 2021-2022 school year at Superior, each assessment showed greater improvement from the last. Before the pandemic the students’ overall benchmark was at 80 percent. During COVID the percentage dropped to 50. After one full year back in session at school, and using LETRS, the students made a comeback with a benchmark of 70 percent. This really shows what a challenge education has been for students during COVID and how resilient children are.
Utech is proud of the accomplishments and commitment of the Superior school administration and teachers to help students achieve fundamental competency in reading.
The LETRS instructional method has also shown promise in pre-kindergarten (additional six months of training), special education and for those with dyslexia. This method is all-inclusive of students. If a young student needs a reading intervention, then additional support is acquired without always the need to assess for an Individual Education Plan (IEP). It is recognized students learn and develop in different stages and this approach avoids singling out low-level readers. The LETRS method is used in every subject throughout the day such as in science, social studies, math and more, not at separate, allocated time for reading circle as it has been traditionally. LETRS also assists in making the connection from reading to writing, “speech to print,” or how print represents speech.
Literacy is beneficial academically, socially and psychologically. Skilled readers have better comprehension and content knowledge, excel in school and are more likely to graduate high school. Having literacy increases a child’s sense of competence and self-esteem and enhances problem solving skills. Literacy promotes healthier life styles and choices.
Conversely, young readers who fall too far behind benchmarks tend to have lower grades, a decrease in attendance, difficult behaviors and a poor self-respect. They are at greater risk to drop out of high school. Moving into adulthood, illiteracy affects the type of employment one can apply for. The lack of ability to read and follow written instructions on medication bottles can be harmful. Illiteracy often leads to crime. Adult nonreaders are more likely to not read to their children, thereby, perpetuating illiteracy.
LETRS course work covers: linguistics, conducting 1-on-1 assessments, diagnostic tools, teaching strategies, knowledge of sounds (phonemic awareness), phonics, word parts (morphology), how to develop spoken language, spelling, comprehension and connecting speech and reading to writing, how to recognize reading problems and discern a course of action in instruction, and more, but what does it look like in the classroom?
Caregivers are encouraged to visit their child’s classroom by appointment.
So, what can parents and caregivers do at home? Utecht encourages parents to foster early literacy by reading to their children, especially nursery rhymes as they have important rhythm and patterns in language learning. Also, to shift away from the electronics for a time to read and play with words.
“Have the children read to you. Find reading materials which include “nonsense” words like “Zaf.” If your child can sound out the nonsense words by saying the individual phonemes (sounds) without contextual clues then they are reading,” Utecht said.
If a child uses memorization and recall in something familiar, for example “Star light, star bright, first star I see _____...” and the child says “tonight” that is considered pre-reading skills.
Reading, spelling and writing are complex skills. The LETRS method empowers teachers with the why and how to teach children these imperative competencies. As Louisa Moats said, “Informed teachers are our best insurance against reading failure. While programs are very helpful tools, programs don’t teach; teachers do.”
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