Professional Learning Communities

The COVID-19 pandemic brought a long-standing challenge in U.S. schools to the forefront: more than two-thirds of students cannot read at grade level. Alarmingly, if students are not proficient in reading by the end of third grade, they are more likely to drop out. This realization has sparked a growing interest in the science of reading, a decades-long body of interdisciplinary research that examines the multifaceted nature of reading development. By embedding the science of reading into instructional practices, teachers can ensure students recognize words and understand their meaning—thus supporting reading fluency.

Discover how technological resources can improve the effectiveness and breadth of reading instruction to build student knowledge.

Katherine Gillies is the lead architect of districtwide literacy improvement at Niles North High School, D219, in Illinois. Her work includes building a comprehensive system of intervention and support for struggling readers and developing a research-based curriculum to ensure continued literacy growth for all students.

Maureen M. Rubenstein is a literacy coach and special education instructor in Lincolnshire, Illinois. She works with other literacy coaches to coordinate and implement book clubs, PD sessions, and coaching sessions.