With Gov. Gretchen Whitmer making improving student literacy a centerpiece of her final year in office, Michigan Education Association members from across the state are speaking out about what kinds of support they need to help improve all students’ reading skills.

In interviews with public school educators published in the latest edition of the MEA Voice magazine, numerous MEA members discuss why it’s so critical that we improve student literacy, so that every student — no matter their ZIP code or family’s income — can build the reading skills they need to thrive in a rapidly changing world.

Exceptional educators equipped with the right training and tools can make a big difference for student literacy. That’s why it’s essential that policymakers listen to the voices of frontline teachers and education support staff as schools implement research-proven curricula, instructional methods and support for struggling readers grounded in the science of reading, as required by a new Michigan law.

“As a profession, we need to be able to adapt on the spot,” explains Ashleigh Burry, an elementary school teacher in Novi Community Schools. “As a teacher, I need to do what works with the kids that are in front of me. To do that, we need training and support to keep up with the most current information.”

Experience has shown that improving literacy is a long-term process — the path to success lies in providing educators with the proper levels of support, consistency, and time to implement innovative literacy programs. To that end, lawmakers and school officials at every level must remain committed to supporting educators and providing them with the tools, training and financial resources they need to improve student literacy for this generation and beyond.

“Educators need time to practice and get good at this work,” says David Pelc, a reading interventionist in Romulus Community Schools. “We need to have knowledgeable educators turning into leaders and mentors, and this is probably the most important — we need administrators that understand what good instruction looks like.

“Everyone needs to get involved,” Pelc says. “It’s going to take a collective effort, but it gives me great hope for Michigan because this is what we’re doing today.”

IN THEIR OWN WORDS

Educators’ passion for improving student literacy is evident throughout the MEA Voice magazine, as seen in these quotes from MEA members from the “Leading on Literacy” package:

“It can’t be one or the other. There needs to be a balance between good text and good instruction … This can’t be this year’s or this decade’s fad. There’s no replacement for a skilled, well‑trained teacher working with a student.”
— Andrea Ward, Grosse Pointe special education teacher

“If you look at the research on LETRS and where it’s been effective, in all of that research it’s always been paired with coaching. Teachers need support to apply their learning. It’s the teacher that matters.”
— Patricia Clancy, Midland ISD literacy coach

“There’s data out there showing that schools with a librarian have higher test scores. It’s sort of been my mantra: if literacy is valued, then the first thing you see when you walk in the door should be text — words, books, stories.”
— Rebecca Farlee, Carson City-Crystal (Montcalm County) literacy coach

“A lot of non‑English teachers think they don’t need to teach kids how to read by the time they’re in middle school or high school, but it takes a different process to read, comprehend and analyze a math book versus a social studies text versus a historical document.”
— Morgan Raether, Adams Twp. (U.P.) reading specialist

“We need systems that develop, coach and support teachers and don’t overwhelm them. We must create a safe learning environment and we have to pay educators for their extra time.”
— David Pelc, Romulus reading interventionist

“My number‑one goal is to get kids to love reading, to love books — and giving them choice in what they want to read and giving them time to do it.”
— Rebecca Farlee, Carson City-Crystal literacy coach