Lawmakers Reintroduce Bill to Tackle Poor Reading Among California Children
Yvonne Flores’ Personal Experience with Reading Challenges Led Her to Back the Bill
Yvonne Flores, a special education teacher at San Fernando Early Education Center, didn’t always expect to become a teacher. However, her experiences with her own children and students have reinforced the importance of strong reading instruction, starting with better teacher training and materials.
AB 1121: A Bill to Improve Early Literacy Education
Introduced on February 21 by Families In Schools, EdVoice, and Decoding Dyslexia California, and carried by Assemblymember Blanca Rubio, D-Baldwin Park, the bill aims to address a literacy crisis that has disproportionately affected lower-income families and students of color. The legislation is the brainchild of former LAUSD Board member Yolie Flores, who is now the president and CEO of the nonprofit Families In Schools.
The Science of Reading
At the core of AB 1121 is the “science of reading,” a research-backed method that explains how the brain learns to read. This approach emphasizes phonics instruction, where students learn how letters and groups of letters represent specific sounds. This method is based on research showing how the brain processes and links up letters to sounds.
What Does the Bill Do?
AB 1121 focuses on two key areas: teacher training and instructional materials.
* It would require literacy training – rooted in “science of reading” strategies – for all elementary teachers and administrators. The costs would be covered by the state, and teachers who have already completed similar training could opt out.
* It would require the State Board of Education to create a new list of approved instructional materials based on proven literacy research. School districts would be required to choose from that list but could apply for waivers if they needed to use alternative materials, as long as they aligned with the science of reading approach.
A Push for a Statewide Approach Faces Opposition
Expanding these reforms beyond LAUSD to school districts across the state has faced resistance. Opponents, including the California Teachers Association (CTA) and English learner advocacy groups, argue that AB 1121 does not adequately address the needs of English learner students and could limit teachers’ flexibility in tailoring instruction to their students’ needs.
Conclusion
California’s literacy crisis underscores the urgency of these changes, supporters say. With only four in 10 third graders in the state reading at their own grade level, and significant disparities in reading proficiency among low-income students and students with disabilities, English learners, and low-income Black students, it is crucial to address this issue. By providing teachers with the training and resources they need to effectively teach reading, we can improve literacy outcomes for all students.
Frequently Asked Questions
Q: What is the purpose of AB 1121?
A: The bill aims to improve early literacy education by providing teachers with training in the “science of reading” and requiring the use of evidence-based instructional materials.
Q: Who introduced the bill?
A: Families In Schools, EdVoice, and Decoding Dyslexia California introduced the bill, which is carried by Assemblymember Blanca Rubio, D-Baldwin Park.
Q: What is the “science of reading” approach?
A: The “science of reading” is a research-backed method that explains how the brain learns to read. It emphasizes phonics instruction, where students learn how letters and groups of letters represent specific sounds.
Q: What is the current state of literacy in California?
A: Only four in 10 third graders in California read at their own grade level, with significant disparities in reading proficiency among low-income students and students with disabilities, English learners, and low-income Black students.
