Gifting Time, Agency, and Hope with Readable English

In a recent article from Education Week, educators express growing concerns about older students still struggling with basic reading skills. These challenges can create bottlenecks in their overall academic progress and future opportunities. The reality is stark: older students, when behind in reading, often require intense interventions, which can drain valuable time from teachers and students alike. However, solutions like Readable English are helping to shift this narrative, offering more than just a quick fix — ultimately they are gifting time, agency, and hope to both students and educators.

Gifting Time: Reducing Intervention by Up to 75%

For educators, time is one of the most precious resources, and it's often spread too thin, particularly when trying to support students who need remediation. As stated in the EdWeek article mentioned above, “And there often isn’t time to remediate basic skills when teachers are working with their students toward higher-level goals”. Traditional methods of addressing literacy deficits in older students are often lengthy, requiring months or even years of effort before significant improvement can be seen.  Readable English changes the game, reducing the need for prolonged interventions by up to 75%. This is time that can now be reinvested in meaningful learning experiences. Instead of spending hours on catch-up, students can engage with grade-level content alongside their peers, building confidence and making tangible academic strides.

Gifting Agency: Empowering Independent Readers

When students struggle with reading, their sense of independence and agency can diminish. They may avoid reading assignments, disengage from classroom activities, or rely on others to complete tasks. As the article mentioned, "Students who have gone from grade to grade without seeing much progress tend to develop ‘avoidance strategies’ for reading. " Readable English empowers students by providing them with tools that make reading easier and more intuitive. The program’s innovative approach demystifies English’s complex spelling system, allowing students to decode words confidently. As a result, they can approach reading assignments in every assignment with self-assurance, independently tackling texts that once seemed out of reach. By transforming hesitant readers into confident ones, Readable English nurtures a generation of empowered learners.

Mary Anne Knapp, a Principal at South Crawford Elementary was recently quoted saying, “With Readable English, my students gained a newfound confidence in their reading. The fear of mispronouncing words faded, replaced by a sense of accuracy and control. For the first time, they could read independently, no longer held back by uncertainty, but empowered by their ability to understand and engage with the text.” 

Gifting Hope: Shifting the Culture to Focus on Learning

With the right literacy tools in place, the focus in classrooms can shift from remediation to meaningful learning. When students have the foundational literacy skills they need, classrooms become spaces where exploration and curiosity thrive. Teachers can spend less time on interventions and more time on fostering critical thinking, creativity, and deeper learning. This shift not only improves academic outcomes but also transforms the culture and climate of a school. With Readable English, students who once felt left behind can now participate fully, knowing they have the skills to succeed. It creates an environment where hope flourishes — where educators and students alike can focus on the excitement of learning rather than the burden of catching up.

Readable English is more than just a literacy program; it’s a catalyst for change in schools. By gifting time, agency, and hope, Readable English equips students and teachers with the tools to not only meet challenges head-on but to thrive in the process. As educators work to address the reading needs of older students, tools like Readable English are crucial in making literacy accessible, empowering students, and restoring a culture of learning and achievement.

This article is informed by key insights from the Education Week, 'Teachers Say Older Kids Need Help With Basic Reading Skills, Too', written by Sarah Shwartz on August 29, 2024.