Memphis invests in literacy program as 75% of students fall below reading proficiency
Memphis-Shelby County Schools (MSCS) is introducing its first districtwide intervention program for students with dyslexia this academic year, in an effort to address persistent gaps in literacy and improve state test scores. The program will be supported through a nearly $540,000 contract with Utah-based literacy company Reading Horizons , approved by the school board in August.
The initiative is designed to serve approximately 5,000 students identified as showing signs of dyslexia, a learning difference that makes reading and spelling more difficult. District leaders hope that the program will not only provide targeted support for these students but also contribute to higher performance on the Tennessee Comprehensive Assessment Program (TCAP), where nearly three out of four Memphis students scored below reading proficiency last year.
State-mandated screenings and service gapsUnder Tennessee law, all students must be screened for signs of dyslexia. These screenings look for difficulties such as challenges connecting letters and sounds or problems with decoding words. However, state rules limit official diagnoses to outside providers, such as licensed psychologists. This creates a gap in access to disability-related services, since schools can only offer interventions to students identified through the screening process, not through formal diagnostic evaluation.
The new universal intervention program is intended to fill that gap by offering consistent, districtwide support for students flagged during screenings, regardless of whether they receive an official diagnosis.
Training teachers and running small-group sessionsAs part of the contract, Reading Horizons will train at least one staff member in every school building by the end of the year. These staff members will deliver small-group tutoring sessions, typically lasting 30 minutes, to provide students with personalised instruction.
The company’s materials include scripted lesson guides, flashcards, and levelled reading passages. The program also incorporates professional development, with a single six-hour training session for selected staff and optional coaching sessions spread across the district. District officials confirmed that the investment currently covers only the minimum training package, with the possibility of expanding in future years depending on results. The contract with Reading Horizons includes renewal options through 2030.
Emphasis on the science of reading Reading Horizons’ method is rooted in the science of reading, an instructional approach that prioritises phonics, fluency, and decoding strategies. Students are taught to break down words into syllables, mark vowels and consonants, and apply consistent pronunciation rules that apply to the majority of English words. The aim is to build strong foundational skills that students can transfer to more complex reading tasks.
The district already uses a science-of-reading-based curriculum in classrooms, but this targeted program is intended to provide additional support for students who have not been successful in general instruction settings.
Challenges with comprehensionWhile the intervention emphasises phonics, educators and literacy specialists have raised concerns about whether these methods will translate into better performance on TCAP, which measures comprehension rather than decoding skills. Many students are able to master letter-sound relationships and fluency but continue to struggle with understanding and analyzing texts.
District officials acknowledged this challenge but stressed that the program includes reading and writing practice alongside phonics instruction, with the goal of gradually improving comprehension as well.
Long-term goals and expansionThe rollout of the universal intervention program reflects a broader effort by MSCS to ensure that students with learning differences are not left behind. The district has faced longstanding struggles with low literacy outcomes, and leaders see this initiative as one step toward raising achievement.
The program will be closely monitored throughout the year, with adjustments and potential expansion considered in future budgets. District officials emphasised that the intervention is part of a larger strategy to address foundational learning gaps, provide equitable access to resources, and raise overall literacy proficiency among Memphis students.
The initiative is designed to serve approximately 5,000 students identified as showing signs of dyslexia, a learning difference that makes reading and spelling more difficult. District leaders hope that the program will not only provide targeted support for these students but also contribute to higher performance on the Tennessee Comprehensive Assessment Program (TCAP), where nearly three out of four Memphis students scored below reading proficiency last year.
The new universal intervention program is intended to fill that gap by offering consistent, districtwide support for students flagged during screenings, regardless of whether they receive an official diagnosis.
Training teachers and running small-group sessionsAs part of the contract, Reading Horizons will train at least one staff member in every school building by the end of the year. These staff members will deliver small-group tutoring sessions, typically lasting 30 minutes, to provide students with personalised instruction.
The company’s materials include scripted lesson guides, flashcards, and levelled reading passages. The program also incorporates professional development, with a single six-hour training session for selected staff and optional coaching sessions spread across the district. District officials confirmed that the investment currently covers only the minimum training package, with the possibility of expanding in future years depending on results. The contract with Reading Horizons includes renewal options through 2030.
The district already uses a science-of-reading-based curriculum in classrooms, but this targeted program is intended to provide additional support for students who have not been successful in general instruction settings.
Challenges with comprehensionWhile the intervention emphasises phonics, educators and literacy specialists have raised concerns about whether these methods will translate into better performance on TCAP, which measures comprehension rather than decoding skills. Many students are able to master letter-sound relationships and fluency but continue to struggle with understanding and analyzing texts.
District officials acknowledged this challenge but stressed that the program includes reading and writing practice alongside phonics instruction, with the goal of gradually improving comprehension as well.
Long-term goals and expansionThe rollout of the universal intervention program reflects a broader effort by MSCS to ensure that students with learning differences are not left behind. The district has faced longstanding struggles with low literacy outcomes, and leaders see this initiative as one step toward raising achievement.
The program will be closely monitored throughout the year, with adjustments and potential expansion considered in future budgets. District officials emphasised that the intervention is part of a larger strategy to address foundational learning gaps, provide equitable access to resources, and raise overall literacy proficiency among Memphis students.
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