With New Hampshire at the forefront, “Hopeville” inspires hope for stronger literacy skills and improved reading proficiencies

CONCORD, NH — New Hampshire has emerged as a strong advocate for the Science of Reading, working to provide and train educators with evidence-based practices to ensure that every child is able to read proficiently. Last week, more than 100 reading warriors gathered at the New Hampshire Department of Education to watch the documentary “Hopeville,” which highlights the struggles around the reading crisis facing our nation and the instructional methods available to change course. 

Harvey Hubbell V, the director of “Hopeville: How to Win the Reading Wars,” was on hand for the special film screening. Growing up dyslexic, Hubbell stressed the importance of addressing the literacy problems and following the science. 

“These aren’t teachers – these are educational ninjas,” he said while praising the first-grade teachers helping to instill strong reading foundations for all students. “They are building our nation.” 

By embracing evidence-driven methods and aligning its educational practices with the Science of Reading, New Hampshire aims to ensure that all students, particularly those with reading challenges, receive the necessary support to become proficient readers. 

Two years ago, the New Hampshire Department of Education partnered with Lexia Learning Systems of Concord, Mass., to offer educators, school administrators, early childhood teachers and even parents and grandparents with free access to Lexia’s LETRS (Language Essentials for Teachers of Reading and Spelling) suite of professional learning programs designed to provide a deep knowledge of literacy and language expertise in the science of reading. 

“There has been an overwhelming response from educators statewide, including those working in early childcare, who understand the importance of strong literacy skills. More than 5,000 individuals have committed to the LETRS program – eager to teach the skills needed for children to master reading. We are so proud of these participation rates, knowing that this will transform literacy instruction and directly impact student success here in New Hampshire,” said Frank Edelblut, education commissioner. 
 
A total of 5,103 individuals have taken advantage of LETRS, which teaches the skills needed to master the foundational and fundamentals of evidence-based reading and writing instruction – phonological awareness, phonics, fluency, vocabulary, comprehension and written language. This includes: 

• 3,742 Elementary LETRS participants (two-year course)
• 635 Administrator LETRS participants (two-year course)
• 726 Early Childhood LETRS participants (one-year course)

“When we know better, we do better,” said Dr. Carol Tolman, who developed LETRS in cooperation with Dr. Louisa Moats. “I am hopeful that we can keep this moving forward so that it becomes the norm.” 

The “Hopeville” screenings bring together stakeholders that support the improvements in literacy education being made throughout New Hampshire and around the country, according to Tolman, who emphasized the need to work collaboratively to impact change.

“New Hampshire, I really do believe, is going to become a leader in the nation around the science of reading and science of writing,” said Dr. Leslie Laud, an educator and researcher with thinkSRSD (Self-Regulated Strategy Development). “I think you are doing cutting edge work with the way that it is being managed by the (New Hampshire) Department of Education so thoughtfully and picking the most evidence-based practices to be featured and highlighted in the state. I am incredibly hopeful because we need beacons and lighthouses, and I think New Hampshire is on the way to be that.” 

Recent assessment scores are showing signs of improvement in areas such as reading and writing where New Hampshire has focused significant investments in supporting the science of reading instruction and curriculum throughout the past several years, with students now reaping the benefits of those efforts with stronger reading skills and educators that understand the importance of evidence-based literacy programs.  

“We have to rely on what the science is telling us about how the brain learns to read,” said Heidi Zollman, co-president of the Reading League New Hampshire and literacy coordinator at Sanborn Regional School District, adding there is still much work to be done to eliminate older belief systems that are not as effective in teaching children strong literacy skills. “ … Everyone needs to know that literacy has to come first. If we cannot read, we cannot continue with math instruction.”

These reading warriors are hopeful that “Hopeville” will become a well-recognized film and that screenings throughout the Granite State and the country will impact change.