• Fostering Student Reading Success at CCS

    At Columbus City Schools, we are dedicated to providing customized support for students facing reading challenges. Our comprehensive approach involves utilizing advanced assessment tools to identify reading difficulties at an early stage. Through a combination of evidence-based interventions and personalized learning plans, we address each student's unique needs. Our team of skilled educators and specialists collaborates closely with parents and guardians to ensure a supportive learning environment. We strive to foster strong reading skills, empowering students to reach their full potential. At CCS, every student's journey toward proficient reading is a priority.

  • Identifying Reading Difficulty Risk Indicators

    Students with reading difficulties can present in various ways, affecting reading skills and language processing. Here are key signs to watch for:

    1. Inaccurate text reading
    2. Dysfluent text reading
    3. Challenges in automatic word recognition
    4. Struggles to match sounds to letters
    5. Difficulty blending and segmenting sounds in speech
    6. Trouble naming letters
    7. Limited progress despite structured literacy instruction

  • Assessment Tools

    Tier 1 Assessment: i-Ready

    CCS uses i-Ready as a Tier 1 assessment tool to initially identify a student's current reading level and potential reading risk factors.  The i-Ready diagnostic uses Rapid Automatized Naming, Letter Naming Fluency, and Oral Reading Fluency.  The insights gained from these assessments help teachers determine the appropriate evidence-based interventions to address any reading delays.   For more information on i-Ready go to i-Ready Family Center.

    Tier 2 Assessments

    Tier 2 screenings are tailored based on the specific needs identified in Tier 1. Options include:

    • Phonological Awareness Screening Test (PAST): This measures phonemic awareness, evaluating a student's ability to blend, segment sounds, and manipulate phonemes within words, including addition, deletion, and substitution.
    • Word-Ready Survey: Students read single and multi-syllabic words as well as nonsense words. Educators analyze patterns in reading errors to determine necessary interventions.
    • CUBED: This assesses reading comprehension difficulties through listening and reading retells.

     

  • Typical Reading Development in Children:  

    A child's reading abilities typically begin with letter recognition and phonemic awareness. They gradually advance to decoding simple words and expanding their vocabulary. Fluency improves as they practice reading. As they mature, comprehension deepens, enabling them to extract meaning from more texts. It is recommended that you continue to speak to your child's teacher to determine if your child is making appropriate progress in their reading.  Go to #TogetherWeReadCCS to discover a variety of ways a parent can help their child read at home.

  • Evidence-Based Strategies

    CCS educators received frequent support and professional development regarding evidence-based reading strategies and interventions.  These include but are not limited to Elkonin Boxes, Letter-Sound Correspondence, and Word Mapping.  See specific instructions on some of these strategies.  Additionally, the curriculum department provides explicit guidance for teachers through its website.

  • CCS Structured Literacy Program

    All CCS literacy programs follow the Science of Reading, which the state of Ohio has made a priority for all schools to ensure students are receiving the most effective research-based reading curriculum. See Ohio's Science of Reading Initiative. The following are the CCS approved literacy programs: