Multisensory and multimodal literacy instruction are two different ways to improve literacy outcomes for students in the classroom, however, each has a different meaning and must be applied correctly to be effective.

While many states are making strides toward literacy for all students, we still have a long way to go.

IMSE commissioned the Kent State University Research and Evaluation Bureau to assess the impact of its Orton-Gillingham (OG) methodology, IMSE sought to answer the following question: Do students taught by IMSE OG-trained teachers experience differential growth in reading from fall to spring?

With the 2019-2020 school year officially underway, IMSE is excited to continue our 5-part overview of literacy policies across the US. As many reading this already know, literacy and education policies can differ so much across country, state, and district lines.

The type of instruction, assessment, reporting, and financial commitment is vitally important to early literacy development and success.

Throughout this series, we have highlighted literacy policies and trends in each US state (not including the District of Columbia). Instead of listing the states alphabetically or by region, they will be listed by their average 4^thgrade reading scores, as reported by the National Assessment of Educational Progress.

The states will appear in order from the worst score to the best, using the 2019 Nation’s Report Card.

In the final installment of our literacy policy breakdown, we will cover the states that ranked 10 through 1.

NOTE: For comparison, each state’s 2017 rank is listed in parentheses.

With the 2019-2020 school year halfway done, IMSE is excited to continue our 5-part overview of literacy policies across the US. As many who are reading this already know, literacy and education policies can differ so much across country, state, and district lines.

The type of instruction, assessment, reporting, and financial commitment is vitally important to early literacy development and success.