Honoring the Women Behind the Orton Gillingham Approach

March is Women’s History Month, a time that invites us to reflect on the individuals whose ideas and persistence continue to shape the way we teach and support students. In the field of structured literacy, two of those individuals are Anna Gillingham and Bessie Stillman, whose work helped shape what we now know as the Orton Gillingham approach.

Anna Gillingham and Bessie Stillman

Anna Gillingham was an educator and psychologist who worked closely with Dr. Samuel Orton to develop a systematic way of teaching reading for students who struggled with written language. Bessie Stillman, an educator who collaborated closely with Gillingham, helped translate these ideas into clear and practical instructional practices for teachers. Together, their work helped establish a structured, multisensory approach that continues to guide effective literacy instruction today.

Stillman’s role is sometimes less widely recognized, even though she co authored the original instructional manual with Gillingham and played an important role in shaping how the approach was implemented in classrooms. Over time, the method became commonly known as the Orton Gillingham approach, reflecting the partnership between Dr. Orton’s research and Gillingham’s work organizing the instructional framework. Because Gillingham spent many years training educators and presenting the work nationally, her name became more closely associated with the approach.

This pattern is not unusual in the history of education and research. Collaborative work is often remembered through only one or two names, even when many individuals contributed to the development of the ideas. Women in particular have frequently seen their work reflected in practice while their names appear less often in the historical record. Recognizing the work of both Anna Gillingham and Bessie Stillman offers a fuller picture of the collaboration that helped shape structured literacy instruction.

What began as careful study and collaboration among a small group of researchers and educators has grown into a widely used framework that supports students in many learning environments. The principles of the Orton Gillingham approach remain grounded in thoughtful observation of how students learn best, particularly those who benefit from explicit, sequential instruction in reading and spelling.

Presenter Vicky Davis

Their work also continues through institutions that carry forward the spirit of research, training, and thoughtful practice that shaped the original approach. The Rose Institute remains part of that continuing effort. Through training, professional learning, and collaboration with educators, the Institute works alongside schools and teachers to help ensure that the principles of structured literacy remain accessible and relevant for today’s classrooms.

Presenter Michelle Yang-Kaczmarek

Women’s History Month offers a meaningful moment to recognize the educators whose dedication continues to influence how we support students. The work of Anna Gillingham and Bessie Stillman reminds us that careful study, collaboration, and commitment to students can have an impact that lasts for generations. For those working in schools today, their legacy is not only historical. It is present in classrooms, in teacher learning, and in the continued effort to ensure that all students have access to thoughtful and effective reading instruction.

Presenter Christina Buonamano

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Honoring Different Ways of Learning in K–12 Classrooms

Neurodiversity Week offers schools a chance to reflect on an understanding that is increasingly shaping how we think about teaching and learning: students’ brains are not all wired the same way. The variation we see in how students focus, process information, communicate, and solve problems is not unusual; it is part of the natural diversity of human cognition.

For educators, honoring neurodiversity does not mean redesigning everything about school. More often, it involves a shift in perspective. Instead of expecting students to fit a narrow model of learning, we can design learning environments that recognize and support multiple ways of thinking.

For administrators and teachers, this work sits at the intersection of instructional practice, school culture, and a shared commitment to helping every student participate meaningfully in learning.

What It Means to Honor Neurodiversity

The term neurodiversity refers to the natural variation in how human brains develop and function. Students who are described as neurodivergent may experience differences associated with conditions such as ADHD, autism, dyslexia, or other learning differences.

In classrooms, these differences can shape how students:

• Focus attention

• Organize tasks and materials

• Process language or written text

• Engage socially with peers

• Respond to sensory environments

For educators, honoring neurodiversity means recognizing that these differences are not simply obstacles to overcome. They are part of the broader range of human thinking and learning. The question becomes less about correcting students’ differences and more about ensuring that teaching practices are flexible enough to include them.

Why Teaching Practices Matter

Many neurodivergent students spend years navigating environments designed primarily for one type of learner: students who can sit still for long periods, process written instructions quickly, and demonstrate knowledge through traditional tests or written assignments.

When teaching practices assume a single pathway to learning, some students inevitably appear disengaged, distracted, or behind.

Yet the same students often show remarkable strengths in other contexts: creativity, visual thinking, problem-solving, persistence, or deep focus on areas of interest.

When educators adjust how instruction is structured—even in small ways—these strengths can become much more visible.

Classroom Practices That Reflect Neurodiversity

Teachers across K–12 settings are increasingly implementing approaches that acknowledge varied learning profiles. Many of these practices benefit a wide range of students, not only those with identified learning differences.

Providing multiple ways for students to access information—through discussion, visual supports, hands-on work, or written materials—can make learning more accessible. Clear routines and visible structures help students who struggle with organization or transitions. Flexible ways to demonstrate understanding allow students to show what they know without being limited to a single format.

Small adjustments in classroom practice often make a meaningful difference. Over time, they also help normalize the idea that students learn in different ways.

A Continuing Conversation

Neurodiversity Week invites continued reflection. For educators, the work is less about mastering a set of techniques and more about remaining attentive to the many ways students make sense of the world—and ensuring our classrooms leave room for those differences.

Staying attentive to emerging research and evolving best practices can help schools continue refining how they support a wide range of learners.

At The Rose Institute, we aim to be a thoughtful partner in this work, offering professional learning and resources for educators and school leaders. Whether you are refining existing approaches or exploring new ones, we hope to support a steady, reflective practice that keeps students’ varied experiences and strengths at the center.

We welcome the opportunity to continue the conversation.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Valentine’s Day invites us to think about what we love—and in the classroom, love is rarely abstract. It shows up in the practices we turn to repeatedly, the ones we refine, and the ones we keep choosing because they work for students.

Falling in Love with Practices That Work

The literacy practices that endure are rarely flashy. They are dependable, effective, and rooted in what we know about how students learn. Research‑backed instruction—explicit modeling, purposeful practice, meaningful feedback, and opportunities for transfer—creates conditions where students can grow with confidence.

What I love most about these practices is not just their effectiveness, but their honesty. They don’t promise shortcuts. They honor effort, clarity, and time.

A Practice Worth Sharing: Modeling and Think-Alouds

Research touchpoint: Decades of literacy research point to the power of explicit instruction. Studies by scholars such as Anita Archer, John Hattie, and Nell Duke consistently show that students benefit when teachers model strategies clearly, name the purpose, and gradually release responsibility.

One practice that is known to be returned to again and again is intentional modeling through think-alouds. When we slow down our thinking—naming how we approach a text, why we pause, what we do when meaning breaks down—we make the invisible visible.

Research consistently affirms this approach: students benefit when teachers explicitly demonstrate cognitive processes before asking students to try them independently. Meta-analyses of effective instruction identify modeling and guided practice as high-impact moves—particularly for developing readers and writers. But beyond the research, modeling communicates something quieter and just as powerful: learning is allowed to be imperfect.

When students hear us say, “I’m not sure yet—let me reread,” they learn that uncertainty is part of literacy, not a failure of it.

Practices Students Can Carry With Them

Research touchpoint: Strategy instruction is most effective when students understand not just what to do, but when and why to do it. Research by Duke & Pearson and others emphasizes teaching strategies in authentic reading and writing contexts so students can transfer them independently.

The most meaningful literacy practices are portable. They travel with students beyond a single lesson or classroom. A few that students often name as helpful:

• Rereading with purpose rather than speed

• Annotating selectively, not excessively

• Asking questions of the text—and of themselves

• Talking about reading and writing with peers before finalizing ideas

These are not just strategies; they are habits of mind. When we teach them explicitly and revisit them often, students begin to choose them on their own.

Sharing Literacy—and Compassion

Research touchpoint: Trauma-informed teaching, culturally responsive pedagogy, and the science of learning converge on a shared truth: students learn best in environments that combine clear expectations with relational trust. Structure supports learning; compassion sustains it.

At its best, literacy instruction is an act of care. It says: Your thinking matters. Your voice is worth cultivating. You are capable of growth.

Compassion enters when we allow space for difference—different reading histories, different language backgrounds, different relationships with school. Research‑backed instruction and compassion are not in tension; they depend on one another. Clear structure supports students, and empathy sustains them.

An Invitation

So this Valentine’s Day, perhaps the question isn’t just what we love—but what we are willing to keep nurturing.

What literacy practice have you fallen in love with this year? What does the research say about it, and what do your students show you through their engagement, persistence, or confidence?

Consider sharing your reflections:

• In the comments of this post, to spark collective learning

• In a team meeting or PLC, grounding conversation in both evidence and classroom experience

• In professional learning, by modeling the practice for colleagues the same way we do for students

When we share what works—and why—we extend compassion beyond our own classrooms. That kind of professional generosity is worth celebrating, today and all year long.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

World Read Aloud Day: A Commitment That Starts With Leadership

On February 4, World Read Aloud Day, we celebrate the simple act of reading aloud — but for school leaders and educators, this day is also a reminder of a deeper responsibility. Reading aloud is not just a classroom moment; it is a practice that shapes how students experience language, comprehension, and connection both in school and at home. 

At The Rose Institute for Learning and Literacy, professional learning emphasizes that strong literacy outcomes are sustained when administrators and teachers intentionally protect, model, and reinforce read-aloud as a core instructional practice — not a one-day celebration. 

Why Administrators Matter in Read-Aloud Instruction

Read-aloud thrives when leadership values it. When administrators understand the research behind oral language, prosody, and fluency, teachers receive a clear message: this work matters. 

Rose Institute learning sessions ground leaders in the understanding that: 

• Students must hear fluent, expressive reading before they can produce it independently.
• Prosody — phrasing, pacing, and intonation — is not decorative; it reflects comprehension.
• Oral language development is foundational, especially for multilingual learners and students building academic vocabulary.

When administrators reinforce these ideas through walkthroughs, coaching conversations, and scheduling decisions, read-aloud becomes a sustained practice rather than an occasional activity. 

What Teachers Are Taught — and What Leaders Reinforce 

Through the Rose Institute's professional learning, educators are guided to use read-aloud with purpose. Teachers are trained to: 

• Read with intentional expression, modeling how meaning lives within the text
• Pause strategically to support comprehension and vocabulary without disrupting flow
• Use rich texts to strengthen oral language and academic discourse
• Connect read-aloud to fluency instruction so students internalize what strong reading sounds like

Administrators, in turn, learn how to observe, support, and protect these practices — ensuring consistency across classrooms and grade levels. 

Extending Read-Aloud Beyond the Classroom

One of the most powerful messages schools can send families is that reading aloud belongs at home, too. 

When schools prioritize read-aloud, families begin to understand that: 

• Children benefit from hearing stories at any age
• Reading aloud builds confidence, connection, and language development
• You don’t need to be a “perfect reader” to be an effective reading model

By encouraging teachers to communicate the value of read-aloud to caregivers — through newsletters, family literacy nights, or take-home strategies — administrators help extend literacy learning beyond the school day. 

A Moment to Recommit

World Read Aloud Day is not just about choosing a favorite book. It’s about recommitting to a practice that requires leadership, intention, and continuity. 

When administrators champion read-aloud, teachers feel supported. 
When teachers model fluent reading, students grow confident. 
When families continue the practice at home, literacy becomes a shared responsibility. 

On World Read Aloud Day, we invite school leaders and educators to reflect: 

• How is read-aloud protected and prioritized in our schools?
• How are we supporting teachers in modeling fluent, expressive reading?
• How are we inviting families into this work?

Reading aloud brings stories to life — but more importantly, it builds readers for life. 

What’s your favorite book to read aloud — and why? 
How are you helping keep read-aloud going in classrooms and homes? 

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

National Handwriting Day: Making Handwriting and Literacy Meaningful in the Digital Age

At the Rose Institute for Learning and Literacy, we believe handwriting is not a forgotten skill—it is a foundational literacy tool. As educators balance tablets, laptops, and digital platforms, National Handwriting Day offers an opportunity to revisit an essential question: How do we ensure handwriting instruction remains meaningful, effective, and developmentally supportive in today’s classrooms?

This conversation matters because handwriting is deeply connected to reading, spelling, and written expression. When taught intentionally, it supports orthographic mapping, fine motor integration, and automatic letter formation—all of which are critical for literacy success.

What the Research Tells Us

Decades of literacy and neuroscience research confirm that handwriting plays a unique role in learning—one that typing alone does not replace.

• Virginia Berninger (University of Washington) found that handwriting activates more areas of the brain related to language, working memory, and idea generation than keyboarding, particularly in elementary-aged students.

• A 2012 study published in Trends in Neuroscience and Education showed that children who learned letters through handwriting demonstrated stronger letter recognition and recall than those who learned through typing.

• Research summarized by the International Dyslexia Association (IDA) emphasizes that handwriting instruction directly supports spelling and word-level reading through orthographic mapping—the process by which students permanently store written words in memory.

• According to Zaner-Bloser’s Handwriting Research Review, students who write letters automatically are better able to focus on higher-level writing skills such as sentence structure, organization, and idea development.

One striking statistic educators often reference: students who struggle with handwriting may use up to 50% of their cognitive energy simply forming letters, leaving far fewer resources available for comprehension and composition.

Why Orthographic Mapping Depends on Handwriting

Orthographic mapping is the process that allows readers to instantly recognize words without sounding them out. For this to occur, students must firmly connect:

• Letter shapes

• Letter sounds

• Motor patterns for writing those letters

Handwriting strengthens all three at once. As explained by Linnea Ehri’s work on orthographic mapping, writing letters by hand reinforces the neural connections needed for fluent reading and spelling. When handwriting instruction is weak or inconsistent, these connections may not fully develop—especially for students with dyslexia or other language-based learning differences.

Fine Motor Integration and Letter Formation

Handwriting is also a motor skill. The American Occupational Therapy Association (AOTA) highlights that fine motor development, postural control, and hand strength are all prerequisites for efficient writing.

Effective handwriting instruction supports:

• Proper pencil grip

• Consistent stroke sequence

• Visual-motor integration

• Writing endurance

Without explicit instruction and practice, many students—particularly those in the early grades—develop inefficient habits that hinder their fluency and confidence.

Practical Classroom Tools and Routines

Research-supported strategies that make handwriting instruction effective include:

• Explicit, direct instruction in letter formation rather than assuming students will “pick it up.”

• Multisensory techniques such as air writing, tracing textured letters, and verbal stroke cues (supported by Orton-Gillingham–based practices)

• Short, daily practice sessions (10–15 minutes) have been shown to significantly improve handwriting fluency

• Integration with phonics instruction, reinforcing sound–symbol relationships

These routines are potent when implemented schoolwide and aligned across grade levels.

Bringing Handwriting Back Into Focus

National Handwriting Day reminds us that handwriting is not outdated—it is evidence-based, brain-supported, and deeply connected to literacy. By bringing research to the forefront and supporting educators with the right tools and training, we can ensure handwriting instruction remains intentional, inclusive, and effective.

Because handwriting is not just about writing letters—it’s about unlocking literacy.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Building Strong Readers Through Research-Backed Literacy Instruction

Unlike spoken language, reading is not a skill the human brain is naturally wired to acquire. Children learn to speak through exposure and interaction, but reading requires explicit, systematic instruction. Decades of cognitive science and educational research confirm that literacy development depends heavily on how reading is taught. When students do not receive effective instruction early on, the consequences can be long-lasting—affecting academic achievement across subject areas and limiting future educational and professional opportunities.

Because literacy is foundational to all learning, ensuring that students become strong readers is not optional—it is essential. Strong readers can decode accurately, read fluently, comprehend complex texts, and write with clarity. These skills do not develop by chance. They develop when educators are equipped with evidence-based instructional methods that align with how the brain actually learns to read.

The Rose Institute’s Commitment to Literacy Education

At The Rose Institute for Learning and Literacy at 91¸£Àû, our mission is rooted in this research. We are dedicated to expanding access to high-quality literacy instruction by preparing educators with the knowledge, skills, and practical experience needed to support all learners. Our work is driven by the belief that every student deserves instruction grounded in proven science—not trends or guesswork.

By training educators in structured literacy approaches, The Rose Institute aims to ensure that more students, across diverse classrooms and communities, are taught by teachers who understand the reading process and can effectively address a wide range of learning needs.

Why Orton-Gillingham Is a Gold Standard

One of the most well-established and research-supported approaches to literacy instruction is the Orton-Gillingham method. This approach is structured, explicit, sequential, and multisensory, meaning it teaches the structure of language, making it clear and cumulative. Orton-Gillingham instruction has been especially effective for students with dyslexia and other language-based learning differences, but its benefits extend to all learners.

Rather than assuming students will intuit reading skills, Orton-Gillingham explicitly teaches phonology, phonics, morphology, syntax, and semantics. Educators trained in this approach are better prepared to diagnose reading difficulties, tailor instruction, and provide targeted interventions that lead to measurable growth in literacy skills.

For these reasons, The Rose Institute proudly offers Orton-Gillingham training and practicums, providing educators with both theoretical grounding and hands-on experience.

Upcoming Orton-Gillingham Training Opportunities

We are pleased to offer two upcoming Orton-Gillingham training programs in partnership with local BOCES organizations, making high-quality professional development accessible to educators in our region.

Classroom Educator Training
Beginning January 8
Offered in partnership with Ulster BOCES, this training is designed for classroom teachers seeking to strengthen their literacy instruction within general education settings.

Associate Level Training
Beginning January 21
Offered in partnership with Putnam Northern Westchester BOCES, this training provides a deeper level of preparation for educators who want advanced expertise in structured literacy and intervention.

Both programs emphasize research-based instruction, practical application, and ongoing support, ensuring that participants leave prepared to make an immediate impact in their classrooms.

Not Sure Which Training Is Right for You? We’re Here to Help.

We understand that educators come to literacy training with different backgrounds, roles, and goals. Determining which level of training is the best fit can feel challenging. The Rose Institute is here to support you in making that decision.

To help prospective participants, we invite you to join us for an information session on January 6. This session will provide an overview of each program, explain expectations and outcomes, and offer space for questions so you can determine which training best aligns with your professional goals.

Information Session – January 6

Investing in Strong Readers for the Future

When educators are equipped with effective, research-backed literacy instruction, the impact extends far beyond individual classrooms. Strong readers are better able to access content across disciplines, think critically, and engage meaningfully with the world around them. By investing in educator training, we invest in long-term educational equity and student success.

The Rose Institute for Learning and Literacy invites educators, schools, and districts to join us in advancing literacy instruction grounded in science and practice. Together, we can ensure that more students become strong, capable readers—and that literacy instruction reflects the best of what research and education have to offer.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Literacy as a Human Right: Protecting Access, Expanding Opportunity, and Changing Life Trajectories

On International Human Rights Day, we reflect a simple truth: literacy is not just an academic skill—it is a human right that shapes the course of a child’s entire life. At the Rose Institute for Learning and Literacy, we believe every learner deserves access to strong, evidence-based reading instruction that allows them not only to succeed in school but to thrive far beyond it.

At the Rose Institute, we see daily how the ability to read shapes not only academic success but the entire trajectory of a child’s life. And while the Universal Declaration of Human Rights affirms education as a fundamental right, that right remains incomplete when children do not receive the evidence-based instruction required to become confident, capable readers.

Literacy Is More Than a Skill — It’s a Foundation for Life

Education and human-rights organizations, as well as emerging research, show literacy yields empowerment, participation, and opportunity. But beyond that: when students lack adequate reading instruction or resources, their futures are often shaped by systemic inequities—affecting economic mobility, social inclusion, and entire life trajectories.

Why Protecting Literacy Matters

When instruction is weak or inconsistent, literacy gaps widen—and the consequences are long-term. Recent research gives powerful evidence:

• In a 2025 review titled , researchers argue that disciplinary-literacy instruction in secondary schools must be equitable and accessible—otherwise many students are denied “disciplinary knowledge” and the power to interrogate and shape the knowledge that defines their world.

• A 2022 neuro-educational neuroscience study, shows how low socioeconomic status (SES)—often intertwined with poverty and inequity—can negatively affect reading outcomes. The authors discuss how resource scarcity, reduced exposure, and stress-related factors influence brain systems supporting reading, thus making literacy deeply tied to social justice.

• A 2023 linked-data study, , found that children exposed to maternal incarceration (alone or with additional adversities) had significantly higher odds of below-average reading and numeracy attainment across multiple grade levels compared to peers without these exposures. This shows how structural injustices—like parental incarceration—intersect with educational opportunity.

• A large-scale 2022 study following 5 million U.S. students in grades 3–8, , documented reading score drops of 0.09 to 0.17 standard deviations (compared to pre-pandemic peers), with the largest declines among students in high-poverty schools and among students of color—demonstrating how crises exacerbate inequities.

These findings illustrate that literacy is not a “nice to have”—it’s a human-rights and equity issue. When communities don’t protect literacy, we risk locking children out of opportunity.

The Role of Evidence-Based Reading Instruction

Research shows that nearly all children can learn to read when given instruction aligned with how the brain learns: systematic, explicit, cumulative, phonics-based, and supported by progress monitoring. Gaps in early resources, quality instruction, or support create disadvantages that amplify over time—especially for children from lower-SES households, multilingual backgrounds, or under-resourced communities. The intersections between neurobiology, social environment, and instruction demand we treat literacy as a matter of justice. (Romeo et al., 2022)

Why Literacy Is a Human-Rights Issue

When literacy becomes a barrier, it's no longer just an educational issue—it’s a matter of life trajectory. Literacy enables children to:

• Participate fully in school and beyond

• Access advanced education and employment

• Understand and exercise their rights

• Contribute civically and socially

• Break cycles tied to poverty or social disadvantage

Research shows that children exposed to systemic disadvantages—poverty, family incarceration, socioeconomic instability—are more likely to suffer persistent reading gaps and lower educational attainment ().

Denying equitable, evidence-based literacy instruction is denying a generation fundamental human rights: dignity, opportunity, and the chance to shape their own futures.

What a Human-Rights–Centered Literacy System Looks Like

• Access for every child — Strong, evidence-based reading instruction from the start, regardless of zip code or background.

• Early, accurate screening and support — Identifying and supporting emerging readers before gaps grow.

• High-quality teacher preparation & resources — Teachers equipped with knowledge, tools, and ongoing professional development.

• Support for every learner — Recognizing that learners come with different backgrounds, languages, and experiences, and providing the resources to meet their needs.

• Community, family, and systemic investment — Partnering beyond schools alone; making literacy a shared responsibility and a public good.

Literacy Is a Human Right — And a Pathway Forward

On this #HumanRightsDay, we reaffirm our commitment: every child deserves not just the right to read—but the opportunity to read well. When literacy is protected and nurtured, children don’t just pass tests—they gain access to futures filled with dignity, opportunity, and hope.

At the Rose Institute for Learning and Literacy, we believe in that future. We work for that future. And we invite you to join us.

What does a truly equitable literacy system look like to you?
#RightToRead #EquityInEducation #ScienceOfReading #HumanRights #SchoolOfEducation #TheRoseInstituteForLearningAndLiteracy 

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

Last night, Reid Castle was alive with energy and purpose as 91¸£Àû’s School of Education and The Rose Institute for Learning and Literacy hosted “The Changing Literacy Landscape in New York State: What Parents and Educators Need to Know.”

We are still feeling very excited about the Distinguished Lecture Series last night! When this event was first envisioned, the goal was simple yet ambitious: to bring together voices that could illuminate not only where we are in literacy education, but where we’re headed — and how we can move forward together. Watching that vision come to life this evening was both gratifying and deeply inspiring.

The discussion brought together three remarkable leaders whose work is shaping the future of literacy across New York State: Dr. Sagrario Rudecindo-O’Neill, Assistant Superintendent for Curriculum and Student Support for Beacon City School District; Dr. Katie Pace Miles, Associate Professor at Brooklyn College (CUNY) and Director of the Advanced Certificates in Reading Science; and Ruth Genn, Executive Director of Literacy Academy Collective.

Each panelist offered thoughtful and practical insight from their corner of the field — from classroom practice and district implementation to teacher preparation and policy reform. Their perspectives were candid, informed, and, above all, hopeful. Together, they helped us explore what meaningful literacy instruction looks like and how educators, families, and communities can ensure every child becomes a confident reader and writer.

We all know that whether or not a child learns to read and write well shapes not just their academic success, but the trajectory of their entire life. But it’s not always easy to move past the headlines and buzzwords, to separate research from rhetoric, and to translate research into best practices to meet an individual child’s needs—much less those of a whole class, a district, a state or a nation. 

A heartfelt thanks to Sagrario, Katie, and Ruth for bringing such depth, clarity, and passion to the discussion. Your commitment to improving literacy outcomes was felt in every moment. Your thoughtfulness, hard work, and honesty sparked exactly the kind of informed, solutions-focused conversation I hoped for. 

The event also underscored the ongoing partnership between the Rose Institute for Learning and Literacy and Manhattanville’s School of Education. Together, we’re creating spaces where research meets practice, where ideas become action, and where collaboration drives progress.

A sincere thank you to our panelists for sharing their expertise, and to everyone who joined us tonight for your engagement, curiosity, and dedication. Your presence and participation made this conversation not just informative but truly meaningful.

This evening reaffirmed why this work matters so deeply — and how much we can accomplish when educators, parents, and advocates come together with a shared purpose: ensuring every student has the opportunity to thrive through literacy.

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.

The Rose Institute for Learning and Literacy at 91¸£Àû, in partnership with Putnam Northern Westchester BOCES, is proud to announce its Annual Literacy Conference.

March 16, 2026
91¸£Àû
2900 Purchase Street
Purchase, NY 10577

This year’s theme, “Literacy Rich Classrooms: Science of Reading in Action,” emphasizes the importance of evidence-based strategies in literacy education and highlights the latest research in the science of reading.

The conference presents an exciting opportunity for educators, literacy specialists, and administrators to come together and explore innovative ways to foster a love of reading and writing in all students. Attendees will begin the day with a keynote address by Dr. Molly Ness, who will delve into The What, How, and Why of Orthographic Mapping, providing insights into how students learn to read and spell and how teachers can support these processes in the classroom.

Throughout the day, participants will engage in hands-on workshops tailored to meet diverse instructional needs. Educators can choose from sessions focused on comprehension strategies, bridging the spelling gap, writing across content areas, and other topics designed to provide practical tools for immediate classroom application. These workshops allow attendees not only to deepen their understanding of literacy research but also to connect with peers and share strategies that have proven successful in different learning environments.

The day concludes with an inspiring closing keynote by Dawn Nieman, M.S. F/OGA, titled Birds of a Feather Flock Together!, highlighting the power of collaboration and community in fostering literacy-rich environments.

Attending the Annual Literacy Conference is more than professional development; it is an investment in both teachers and students. Educators leave equipped with research-backed strategies, practical classroom tools, and the confidence to implement effective literacy practices. By attending, educators become part of a vibrant community committed to creating classrooms where every student can thrive and develop a lifelong love for reading and writing.

RSVP by February 10, 2026, to secure your spot and join us for this inspiring day of learning and collaboration.

#TheRoseInstituteforLearningandLiteracy #ManhattanvilleUniversity #SchoolOfEducation #PutnamNorthernWestchesterBoces #Literacy #AnnualLiteracyConference

About the Rose Institute for Learning and Literacy

The Rose Institute for Learning and Literacy was founded at Manhattanville in 2013 when Sandra Priest Rose established an endowment to ensure that as many students as possible have teachers who are trained in the most effective research-backed literacy instructional methods. The Rose Institute offers graduate coursework and advanced certificates through Manhattanville and professional development opportunities both in-district and through several partner BOCES. 

91¸£Àû School of Education

The School of Education undergraduate and graduate degree programs prepare PreK-12 teachers and administrators, higher education and community leaders, and educational industry entrepreneurs. Having served the tri-state area for over five decades, the Manhattanville School of Education guides new generations of educators to become leaders in their field through unrivaled community-based field experiences in over 25 area schools and educational agencies.

Our graduate and doctoral programs offer a blended learning experience with online, in-person, and hybrid courses, which provide our students with the flexibility and resources they need to fulfill their educational goals.