Long Island Literacy Coalition Identifies Gaps in Science of Reading Training

Educators Call for Stronger, More Comprehensive Professional Development

FOR IMMEDIATE RELEASE

DEBORAH AIELLO

FEBRUARY 24, 2026

The Long Island Literacy Coalition (LILC) convened educators, parents, and advocates on February 1 for a meeting titled Using Data to Strengthen Professional Development. Members discussed current Science of Reading (SOR) training across New York State and identified gaps between professional learning and classroom practice.

Participants agreed: introductory SOR training builds shared language but does not go far enough. Many courses effectively introduced frameworks and core decoding principles. However, attendees described most offerings as only “Level 1” — useful for awareness. Experienced practitioners, including Orton-Gillingham–trained educators and speech-language pathologists, reported that much of the content reinforced existing knowledge rather than deepened it.

Key Gaps: Morphology, Fluency, and Disability Identification

Educators emphasized the need for training that goes beyond definitions and frameworks to include diagnosing reading breakdowns, selecting targeted instruction, and determining appropriate levels of support.

LILC Co-Founder Katia Fratticci, a CERI Certified Dyslexia Interventionist, noted, “Attendees reported their district’s SOR training focused mainly on foundational knowledge, but it gave little attention to fluency, morphology, or how to identify students with reading difficulties. These are essential components and should be integrated into current offerings.”

Administrator Engagement and “Checkbox” Compliance

Participants identified administrator participation in literacy training as a critical factor in shared understanding among teachers, specialists, and district leaders. However, members also expressed concern about what they described as “checkbox compliance” — rebranding existing practices as aligned to the Science of Reading without substantive change.

“Some staff developers add the Reading Rope or label trainings as ‘Science of Reading,’” Fratticci explained, “but lack the expertise to train others in research-aligned instruction.”

Implementation and Equity Challenges

Attendees emphasized that effective professional development must be comprehensive, facilitated by experts, collaborative across roles, and supported with practical materials and coaching. Self-paced modules alone were widely viewed as insufficient for systemic change.

Participants also noted that, unlike some states with coordinated literacy training initiatives, New York’s efforts remain fragmented. In many cases, educators pursue advanced literacy training independently. Members stressed the need for policy alignment, funding, transparency, and statewide standards to build consistent capacity.

Next Steps For Advocacy

The Coalition announced plans to review publicly available district professional development plans to assess Science of Reading implementation and identify areas of concern.

“Our members emphasized that professional development alone cannot solve systemic literacy challenges,” LILC co-founder Deborah Aiello said, “but high-quality, data-informed, and transparent training is a critical lever for change.”

The Coalition’s next virtual meeting, scheduled for Sunday, March 8, will focus on setting literacy priorities for school board campaigns and promoting evidence-based literacy instruction.