When children learn to read, they gain access to stories, information, and opportunities that will shape their lives. At Windber Area School District, preparing students to become confident readers is central to our work. Our core reading program, Core Knowledge Language Arts, or CKLA, provides a foundation for that effort.

You may be hearing more about Pennsylvania’s Act 47, the science of reading, and structured literacy. Here is what those terms mean and how school and home can work together to support your child. Attached to this article are some infographics from the PA Literacy Coalition to help families understand more about Act 47 and the Science of Reading. 

What the science of reading tells us

The science of reading is a large body of research about how people learn to read and which teaching approaches help. It is research that informs instruction, rather than the name of one textbook or program.

Skilled readers need to recognize written words accurately and understand the language and ideas those words communicate. That takes connected skills: hearing sounds in spoken words, linking sounds with letters, reading smoothly, understanding vocabulary, and making sense of a text. Phonics matters, and so do knowledge, conversation, writing, and comprehension.

Where balanced literacy falls short

“Balanced literacy” is a broad label, and classrooms use it in a variety of ways. The concern is with approaches that teach phonics inconsistently or encourage children to identify unfamiliar words using pictures, a first letter, or what would make sense, rather than reading through the word.

These shortcuts are an unreliable foundation. The National Reading Panel found that systematic phonics instruction improved reading more than instruction with unsystematic or no phonics. Teaching a spelling pattern only when it happens to appear in a book can leave gaps that a planned sequence is designed to address.

Imagine the printed word “horse” beside a picture of a horse. A child who says “pony” understands the picture but has not read the word. Even a plausible guess is not accurate word reading. Familiar, predictable books can also make it difficult to tell whether a child is reading the print or recalling the language.

That does not make every activity associated with balanced literacy worthless. Read-alouds, discussion, writing, and access to engaging books remain valuable. Windber’s emphasis is explicit, sequenced teaching through CKLA, with attention to both word reading and comprehension. This is a responsibility for schools to address through instruction and support, not a reason to blame children, families, or teachers.

How Windber Is Responding

What structured literacy looks like

Structured literacy puts reading research into classroom practice. Teachers explain and model skills directly, teach them in a planned sequence, provide guided practice, and revisit earlier learning. They use information about students’ progress to decide what to teach or practice next.

For example, a child learning the sounds represented by “m”, “a”, and “p” can practice putting those sounds together to read “map.” Later instruction adds more spelling patterns and increasingly complex words. Students also learn word meanings, sentence structures, and how to understand and express ideas.

Why Act 47 matters

Act 47 of 2025 strengthens Pennsylvania’s expectations for evidence-based reading instruction, educator training, early screening, and additional reading support. Key K–3 requirements begin in the 2027–28 school year, including implementing evidence-based curriculum materials and providing reading screenings at the beginning, middle, and end of the year, subject to applicable exceptions.

Screening helps schools notice when a child may need more support. It is a starting point for instruction, not a diagnosis or a prediction of a child’s future. The law also requires reading intervention plans and family communication when specified reading needs are identified. Its purpose is to help schools identify needs and respond earlier.

How CKLA supports Windber’s work

CKLA connects foundational reading skills with knowledge and language development. Its early reading materials provide planned practice in connecting sounds and spellings, reading words, and writing. Its knowledge-building lessons introduce vocabulary and ideas through literature, history, science, and other topics.

That combination matters. A child reading about animals benefits from knowing what “habitat” means, just as the child benefits from being able to read the word accurately. Rich read-alouds allow children to learn ideas and vocabulary beyond what they can yet read independently.

Using CKLA gives Windber an important foundation for meeting this moment. Meeting the law’s expectations also means connecting curriculum with educator learning, appropriate screening, targeted support, and clear communication with families. A program is a tool; the work depends on how we teach and respond to students.

The Importance of Direct Explicit Instruction

At Windber, we know children benefit from direct, explicit instruction. “Direct” means the teacher actively teaches the skill. “Explicit” means the teacher clearly explains what students are learning, demonstrates how to do it, and makes the thinking visible. We want children to understand both what to do and why it works.

What this looks like in a reading lesson

The Pennsylvania Literacy Coalition’s structured literacy handout describes a progression from modeling to guided practice, group practice, and independent practice. In everyday language, the teacher shows the skill, helps children try it, provides practice together, and checks that they are ready to use it on their own.

For example, when teaching the spelling “sh,” a teacher explains that these two letters work together to represent the sound /sh/, then models blending the sounds in “ship.” Students practice with the teacher and one another, read and spell words with patterns they have learned, and then try an appropriate word or short text independently. The teacher listens, corrects errors clearly, and provides more help when needed.

This same clarity matters beyond phonics. Teachers can explain a new word, model how to unpack a sentence or show how to use details in a text to understand an idea. Students then discuss, read, and write with support.

Why this benefits children

Clear explanations and models reduce uncertainty about a new skill. Guided practice gives children a chance to succeed with support, while timely feedback helps prevent errors from becoming habits. Teaching skills in a planned order, reviewing earlier learning, and connecting new learning to what students already know help build a dependable foundation for more complex reading.

Checks for understanding help teachers see who is ready to move forward and who needs reteaching or additional practice. This is especially important for children who find reading difficult. Support is adjusted to the child rather than assuming every student will learn at the same pace.

Explicit instruction is active learning: children respond, ask questions, practice, read, talk, and write. As their skills grow, teachers gradually reduce assistance so students can read with greater accuracy, independence, and confidence. CKLA provides a foundation for this approach alongside the knowledge, vocabulary, and comprehension children need to understand what they read.

How Families Can Help at Home

You do not need to become a reading specialist or buy a special kit. A short, encouraging routine can help reinforce what your child is learning.

• Read aloud and talk. Share interesting books, new words and ideas, including books your child cannot yet read independently.
• Use teacher-recommended practice. Ask which sounds, spelling patterns, word parts, and texts fit your child’s needs.
• Help with unfamiliar words. For familiar patterns, say, “Look at the letters. Say the sounds and blend them.” Explain an unfamiliar pattern or supply the word, then reread together.
• Use pictures for understanding. Enjoy discussing illustrations; avoid using them to guess unfamiliar printed words.
• Talk about meaning. Ask, “What happened?” or “What did you learn?” Invite your child to explain.
• Connect reading and writing. Say a teacher-selected word’s sounds, write the letters, and read it back.
• Model a sentence from a familiar passage and invite a rereading.

Try a short routine: a little teacher-recommended practice, supported reading, and a read-aloud or conversation. Start with ten calm minutes and adjust to your child. This is a suggestion, not required homework.

Use the language your family knows best. If reading stays difficult, ask the teacher which skill needs support and how progress will be checked. Home practice supports school instruction; it does not replace needed teaching or intervention.

Our goal is for every Rambler to grow in the skills and confidence needed to understand, enjoy, and use what they read. Families are essential partners in that work, and you do not have to do it alone.

Watch and learn together

Start with: For Parents The Science of Reading Explained

Try practical family videos and activities: Supporting Your Child’s Reading at Home

Learn about the law: Pennsylvania Act 47 Structured Literacy FAQs

Contact your child’s teacher or building principal for guidance about the practice and reading materials that fit your child’s current needs.