From Phonics to Fluency: Mapping Early Literacy in Mountain View Whisman School District

Abstract

Mountain View Whisman School District (MVWSD) noted a decline in early literacy achievement for students in the aftermath of the Covid-19 pandemic, especially among students of color. This study explores the initial stage of the district’s response to declining achievement in early literacy; MVWSD’s pilot of the science of reading-based Orton–Gillingham curriculum in Tier 2 intervention classrooms. Using a mixed-methods approach, the research team examined achievement data, conducted surveys, and observed classrooms to assess the implementation of the science of reading curriculum. Researchers also investigated the role of parental involvement in literacy practices, and the extent to which literacy practices are culturally relevant.