New Reading Mandates: The Science of Reading

For decades, reading instruction in South Dakota schools was dominated by a philosophy known as "Balanced Literacy." This approach, popularized by figures like Lucy Calkins, emphasized surrounding children with books and teaching them to use context clues to guess words they didn't know. It sounded intuitive and child-centered. However, cognitive science has long told a different story. In recent years, a wave of legislation has swept across the country, mandating a return to evidence-based instruction. South Dakota has joined this movement, enacting sweeping changes to how reading is taught in K-3 classrooms.

This shift is not merely a pedagogical preference; it is a fundamental restructuring of early childhood education. The new mandates explicitly reject the "three-cueing" system—often summarized as "look at the picture, look at the first letter, and guess"—in favor of explicit, systematic phonics instruction. This transition, while necessary, is proving to be a logistical and cultural challenge for districts accustomed to the old ways.

The "Science of Reading" Explained

The "Science of Reading" is not a curriculum; it is a vast body of interdisciplinary research from cognitive psychology, linguistics, and neuroscience that explains how the human brain learns to read. The central finding is that reading is not a natural process like speaking. It must be explicitly taught. The brain must be rewired to connect sounds (phonemes) to letters (graphemes).

Phonics vs. Three-Cueing

Under the old Balanced Literacy model, a child stuck on the word "horse" might be encouraged to look at the picture of a barnyard and guess. Under the Science of Reading, that child is taught to decode the word sound by sound: /h/ /or/ /s/. The three-cueing system (Meaning, Structure, Visual) has been identified by researchers as a coping mechanism for poor readers, not a strategy for becoming a proficient one. By banning three-cueing, the state is effectively prohibiting teachers from encouraging guessing.

Structured Literacy

The replacement for Balanced Literacy is "Structured Literacy." This approach is systematic and cumulative. It starts with the smallest units of sound and builds up to complex texts. It includes explicit instruction in phonemic awareness, phonics, vocabulary, fluency, and comprehension. For many veteran teachers, this requires unlearning years of training that emphasized "exposure" to text over "instruction" in decoding.

State Mandates and Teacher Training

To ensure compliance, the South Dakota Department of Education has rolled out an aggressive training program. The centerpiece is LETRS (Language Essentials for Teachers of Reading and Spelling), a rigorous professional development course that takes nearly two years to complete.

The LETRS Training Requirement

While the state is funding LETRS training, the time commitment is substantial. Teachers are spending hundreds of hours outside of contract time completing modules and assessments. While feedback from participants is generally positive regarding the content—many describe it as "the information I should have gotten in college"—the sheer volume of work has contributed to burnout. Districts are struggling to find substitutes to cover classes while teachers attend training sessions, further straining the system.

Curriculum Adoption Bans

Perhaps the most controversial aspect of the mandate is the prohibition on state funds being used for non-aligned curriculum. Districts that have spent thousands of dollars on Balanced Literacy libraries are now being told those materials are essentially contraband. The state has provided a list of approved, evidence-based curricula, forcing many districts to completely overhaul their reading programs. This has led to a "textbook rush," with publishers scrambling to rebrand their materials as "Science of Reading aligned," sometimes with questionable fidelity.

Impact on Early Learners

The ultimate goal of these mandates is to improve literacy rates. South Dakota's reading scores have stagnated in recent years, with a concerning percentage of 4th graders reading below proficiency. The new laws target the critical K-3 window.

Dyslexia Screening

A major component of the legislation is mandatory early screening for dyslexia. Previously, students with reading difficulties often fell through the cracks until 3rd or 4th grade, by which time remediation is significantly harder. The new law requires universal screening in kindergarten and first grade to identify at-risk students immediately. This allows for targeted intervention before the "reading gap" widens. However, identifying students is only the first step; districts report a shortage of interventionists qualified to deliver the specialized instruction these students need.

Retention Policies: The "Third Grade Gate"

Looming over the entire discussion is the specter of retention. While South Dakota has not adopted a strict "third-grade reading gate" (mandatory retention for students not reading at grade level) like some other states, the pressure is mounting. The new report cards will explicitly state whether a student is reading at grade level, increasing parental awareness and anxiety. Critics worry that a hyper-focus on phonics might squeeze out other subjects like social studies and science in the early grades, narrowing the curriculum.

Conclusion

The shift to the Science of Reading is the most significant educational reform in South Dakota in a generation. It represents a victory for evidence-based practice over ideology. However, implementation is messy. It requires funding, patience, and a willingness to support teachers through a difficult transition. If successful, it promises a generation of students who are not just "exposed" to books, but who possess the keys to unlock them.

For related policy analysis, see our report on Teacher Salary Transparency. For school board impacts, read the Governance Guide.