Comprehensive Policy Solutions

States face common challenges when adopting a comprehensive approach to early literacy.

Insufficient Teacher Support

Teachers need support through knowledge-building professional development and coaching.

Inconsistent Implementation

A systematic approach with guidance for effective implementation can promote consistency statewide.

Inadequate Accountability

Monitoring implementation through measurement and evaluation is critical to improve outcomes.

Funding Allocations

Adequate funding must be a priority to ensure effective implementation and impact on student success.

Miscommunication Between Stakeholders

A shared vision for improving reading proficiency must be effectively communicated to stakeholders.
We Can All Improve Access
From policymakers to education leaders and families, everyone plays a role in ensuring all children have an opportunity to build a strong foundation in early literacy skills.

Our Comprehensive Early Literacy Policy is the Solution

This comprehensive approach includes 18 Early Literacy Fundamental Principles that support teachers, administrators, students, and families with strategies to improve literacy outcomes.

Comprehensive How-To Guide

The 18 Comprehensive Early Literacy Fundamental Principles

five Fundamental Principles focused on
Supports For Teachers & Policy

Educators know that learning to read is a continuum of knowledge and skills. While teachers support that progress, not all teachers are well prepared to teach reading.

Explore The Principles:
Science of Reading (SOR) Training Literacy/Reading Coaches Educator Preparation Program (EPP) Alignment Educator Preparation Program (EPP) Assessment Funding for Literacy Efforts Explore The Principles:
  • Science of Reading (SOR) Training
  • Literacy/Reading Coaches
  • Educator Preparation Program (EPP) Alignment
  • Educator Preparation Program (EPP) Assessment
  • Funding for Literacy Efforts
States, schools and districts should establish the science of reading as the common language for literacy instruction and then provide training to teachers to build capacity to teach these foundational skills that all students need to become skilled readers.

ExcelinEd’s Science of Reading Professional Learning Rubric is designed to assist state educational agencies (SEAs) in their evaluation and selection of professional learning grounded in the science of reading. This rubric is intended for use by evaluators who have completed in-depth professional learning in the science of reading and have experience applying this knowledge in the classroom. As a result, SEAs can make an informed decision about the best professional learning provider for educators in their state.  
Literacy coaches are an important support mechanism for teachers in the classroom by working directly with teachers to improve classroom practice and, ultimately, student reading achievement school-wide.
Aligning teacher preparation programs to the science of reading ensures that elementary school, early childhood and special education educators licensed in a state have been provided with a strong foundation in evidence-based literacy instruction.
Aligning initial candidate licensure tests to the science of reading and evidence-based instructional practices are an efficient and comprehensive way for teachers to demonstrate they possess the knowledge and skills needed to teach students to read.
The primary grades are the least expensive and most timely opportunity to ensure every student is a successful reader. States should look for ways to reprioritize existing local, state and federal fund to support reading instruction and intervention statewide.
three Fundamental Principles focused on
Assessment & Parent Notification

Early literacy screenings often serve as a first “alert” that a student may need extra support to make adequate progress in reading during the year. It also helps teachers tailor instruction to meet individual student needs.

Explore The Principles:
Universal Reading Screener Screener for Characteristics of Dyslexia Parental Notification Explore The Principles:
  • Universal Reading Screener
  • Screener for Characteristics of Dyslexia
  • Parental Notification
An approved universal screener administered three times per year is a key step to identifying students at-risk for reading difficulties, including dyslexia.
For early interventions to target areas of need, a student must be identified as at-risk for a reading difficulty, including students who may have characteristics consistent with dyslexia.
Parents should be notified immediately if their child has been identified with a reading deficiency. As a trusted partner, parents need to be part of instructional decisions for their child and be provided with support on how to help their child with literacy at home.
seven Fundamental Principles focused on
Instruction & Intervention

Educators must be equipped with the tools and resources needed to prevent reading difficulties and provide interventions for students who are struggling to read.

Explore The Principles:
District Adoption of High-Quality Instructional Materials Eliminating Three-Cueing Instructional Materials Individual Reading Plans Regularly Monitor Student Progress Evidence-Based Interventions Summer Reading Camps Parent Read-At-Home Plan Explore The Principles:
  • District Adoption of High-Quality Instructional Materials
  • Eliminating Three-Cueing Instructional Materials
  • Individual Reading Plans
  • Regularly Monitor Student Progress
  • Evidence-Based Interventions
  • Summer Reading Camps
  • Parent Read-At-Home Plan
The materials that districts choose for reading instruction impact student learning and teacher practice. High-quality instructional materials aligned to the science of reading and the respective state standards give teachers access to quality content and assignments.
Three-cueing is a flawed literacy instructional practice that teaches students to read based on meaning, structure and syntax, and visual cues, which may also be known as “MSV." This instructional model should be eliminated from curricula because it encourages students to guess, not sound out, words they do not know based on pictures or what they think might make sense given the context of the sentence.
Students who have a reading deficiency should have an individual reading plan created. The plan should include intervention services the student will receive and strategies for parents to use at home with their child.
Progress monitoring helps teachers track a student's progress in reading and adjust instruction to meet the student's needs in a timely manner. Monitoring can take many forms and can be embedded in classroom instruction.
Interventions grounded in the science of reading should target students' individual needs beginning with the lowest deficit skill that has been identified by data.
Reading skills that are lost during the summer slows progress toward reading proficiency by the end of the third grade. Children in low-income families lose one to three months of reading skills each summer. Reading camps can both remediate learning loss and build skills at the same time.
Read-at-home plans help families support their child's literacy skills at home and are often included in an Individual Reading Plan (IRP). They should be provided to parents as soon as a student is identified with a reading deficiency or those students who may face retention in third grade.
three Fundamental Principles focused on
Retention & Intervention

Retention is a last resort and provides struggling readers the additional time and intensive interventions they need to catch up with their peers. These students have been identified as severely below grade level and would benefit from an additional year with a highly effective teacher.

Explore The Principles:
Initial Determinant Retention at 3rd Grade Based on State Assessment Multiple Options for Promotion Good Cause Exemptions for Some Students Explore The Principles:
  • Initial Determinant Retention at 3rd Grade Based on State Assessment
  • Multiple Options for Promotion
  • Good Cause Exemptions for Some Students
A student who is unable to demonstrate sufficient reading skills on the state test-based options provided – and does not meet a good cause exemption – be retained.
The state offers at least three pathways for promotion to fourth grade including achieving a predetermined level on the state reading assessment, passing an alternative assessment or retest, or successfully demonstrating sufficient 3rd grade reading skills through a portfolio of student work.
Most students with disabilities and English Language Learners should be able to read on grade-level if provided with effective instruction and specialized support. However, there should be good cause exemptions that recognize the special needs of some students with disabilities, English language learners and students who were previously retained.

See how the fundamental principles of early literacy are carried out nationwide.

See State Successes

Reading is the key to lifelong achievement.


ExcelinEd Model Policies


Policy Briefs & Summaries


Early Literacy Policy Resources


Frequently Asked Questions

Learn More about Early Literacy