Teaching a child to read is a challenge, but some Carroll County teachers are learning how important the way the brain functions is connected to learning the skill.
These teachers are a select few participating in a two-year program that teaches them how to understand brain function and its connection to reading, comprehension and spelling. Some of the teachers also earn a change in their rank, which can increase their pay.
Diane McCarthy teaches second grade at Cartmell Elementary School and is one of the teachers who volunteered for the program. “I have unlearned some things,” said the veteran teacher. “This teaches you the science of how the brain works when you learn to read.”
She has implemented a number of ideas generated through the program, Language Essentials for Teachers of Reading and Spelling (LETRS). The course is a lot of work for teachers, all of which is done on their own time, according to Cartmell Instructional Coach Michele Long. “It’s very in depth about how the brain works and how children learn to read,” she said.
“It’s been really helpful for me to be able to break it down and hone in on the skills they need,” McCarthy said.
The earliest readers at Kathryn Winn Primary have been helped by the process and new skills as well, according to kindergarten teacher Keisha Jamison. “I have taught for several years, but last year I really focused on the science of reading, slowing down and explicitly teaching them reading,” she said.
Students are taught to decode, or sound out, words as well as to slow down and really understand the letters and words they are reading.
McCarthy said she has noticed students are not getting frustrated when they have difficulty reading because they now have the tools to help them be more confident in their abilities. “It really feels like all of this hard work has been worth it,” she said.
Amy Saggus, who recently transitioned from preschool to kindergarten teacher, is just beginning the program. She is anticipating it will help her teach the word rules, not just teach students to memorize a word.
Kathryn Winn Instructional Coach Danielle Hamilton said the new approach to reading has impacted test scores, the primary method by which Kentucky grades school performance. “Their scores have changed immensely,” she said, noting this is an entirely new process to teach rather than another program they are trying.
A student of third grade teacher Cassandra Southworth said last school year he didn’t feel like he could read at the beginning of the year, but now he does. He added that he has more confidence in reading and the new tactics being used have helped him. That student is now in the fourth grade.
“I think it’s really worthwhile,” Southworth said. “I support every teacher doing it.”
Southworth had researched the brain-reading connection prior to joining LETRS. She noted that, if all the primary and elementary teachers utilized these new brain-focused skills, reading interventions may not be necessary at the middle and high school levels.
Cartmell’s teachers joined LETRS in the fall of 2022. They will complete their two-year program this year. All of the teacher’s coursework is tailored to students they have in class so it’s a real-time case study for teachers and they can immediately implement strategies that will help their students read and spell better.
“It’s been a phenomenal program,” Long said. “I’m excited for all of our teachers. They’re very committed to this process and I’m so proud of them.”
The Cartmell staff involved include Long, Southworth, McCarthy, Leanna Sea, Jessica Butcher, Laura Pirtle, Amy Alsup, Keira Williams, Stephanie Wood, Desirae Hay, Ben Courtney, Jill Hamilton, Linda Ball and Brandi Wells.
The Winn staff participating include Hamilton, Jamison, Saggus, Ashley Mains, Hannah Devine and Phoebe James.