How to Boost Literacy for English Learners: A Step-by-Step Guide from One Ohio School District

Introduction

Elementary school is challenging enough without the added hurdle of learning a new language. For English learners (ELs), mastering reading while navigating a different culture can feel overwhelming. When the pandemic hit, literacy gaps widened even further—especially for these students. But Troy City Schools in Ohio proved that with the right approach, you can turn the tide. By training over 100 staff members in the Orton-Gillingham multisensory method, they transformed reading instruction for their 3% EL population. This guide walks you through their proven steps to replicate their success in your district or school.

How to Boost Literacy for English Learners: A Step-by-Step Guide from One Ohio School District — Source: www.edsurge.com

What You Need

Commitment from leadership: Buy-in from principals, curriculum directors, and the school board.
Funding sources: Post-COVID relief grants, district budget reallocations, or Title III funds.
Certified Orton-Gillingham trainer: Typically from the Institute for Multi-Sensory Education or similar accredited program.
Staff to train: All elementary teachers, intervention specialists, paraprofessionals, and principals—at least one per grade level.
Materials: Multisensory tools like sand trays, letter tiles, textured boards, and decodable texts.
Time: 3 years for planning and rollout, plus ongoing coaching sessions.
Data tracking system: To monitor student progress and adjust instruction.

Step-by-Step Plan

Step 1: Assess the Need and Gather Stakeholders

Begin by analyzing your ELs’ literacy data. Troy City Schools noticed that phonics gaps—letter-sound connections—were causing frustration and withdrawal. Assemble a team including ESL specialists, classroom teachers, and administrators. Hold listening sessions with families to understand cultural and linguistic backgrounds. This step ensures your plan addresses root causes, not just symptoms.

Step 2: Secure Long-Term Funding

Don’t rush implementation. Troy spent three years planning while securing funding. Apply for federal post-COVID relief grants (e.g., ESSER), state English learner grants, or local budget line items. Budget for trainer fees, substitute teachers during training, and materials. Present your data to the school board to justify the investment. Show how this approach benefits all students, not just ELs.

Step 3: Train All Staff in Multisensory Instruction

Train every elementary teacher, intervention specialist, paraprofessional, and principal in the Orton-Gillingham method. This method uses movement (e.g., air writing) and touch (e.g., sand tracing) to reinforce letter sounds. Prioritize certification for a literacy specialist who can then mentor peers. Troy trained 116 staff members, creating a unified instructional language across all nine campuses.

Step 4: Implement Consistent Instruction Across Classrooms

Before the pandemic, EL instruction in Troy was fragmented. Standardize the Orton-Gillingham approach in all K-5 classrooms. Schedule daily 20–30 minute sessions focused on phonics and decoding. Use multisensory activities: students trace letters while saying sounds, tap syllables on their arms, or build words with magnetic tiles. Integrate this into both ESL pull-out and general education settings.

Step 5: Monitor, Coach, and Adjust

After implementation, track student literacy scores quarterly. Troy saw reduced frustration and increased engagement. Provide ongoing coaching from the certified trainer—observations, feedback, and refresher workshops. Adjust pacing based on data: if some students struggle with a sound, reteach using a different sensory pathway. Celebrate small wins to maintain staff morale.

Tips for Success

Start small: Pilot with one grade or school before scaling district-wide.
Involve families: Share simple multisensory activities parents can do at home (e.g., finger spelling in sand).
Connect to social-emotional learning: Troy found that withdrawn students gained confidence through hands-on learning. Pair literacy with SEL check-ins.
Leverage local partnerships: If your district has employers hiring immigrant families (like Troy’s automotive plant), collaborate to understand language needs.
Be patient: Literacy gains take time—celebrate progress, not perfection. Troy’s success didn’t happen overnight.
Document everything: Create video examples of effective multisensory lessons for substitute teachers and new hires.

By following these steps, you can help English learners build a strong literacy foundation—even after pandemic setbacks. As Sarah Walters, Troy’s literacy specialist, says, “We want equitable opportunities for every student.” With dedication and the right method, you can make that vision a reality.