Louisiana rarely leads in education – except when it comes to reading.
The state is one of only three states where student reading proficiency has returned to pre-pandemic levels, with fourth-graders leading the nation in reading growth on 2022 national tests. This increase follows significant literacy reforms pushed by the Louisiana Legislature and the Department of Education, including new teacher training, literacy coaches, and dyslexia testing.
“We are winning in literacy,” said state Rep. John Wible (R-Franklinton). “We have proven that if we are bold and push for the right reforms, our children can win.”
Wybull should know. In addition to being a state legislator and former Washington Parish School Board Chair, he is also the CEO of the Center for Literacy & Learning, a national nonprofit organization based in Louisiana. The group trains teachers in research-based reading strategies, supports parents, and hosts an annual literacy conference attended by thousands of educators from across the country. Earlier this month, the organization held its first summit focused on dyslexia, a reading disorder that affects thousands of students in Louisiana.
We spoke with Wible about his group and the state’s literacy efforts. The interview has been condensed and edited for clarity.
There are many educational issues to focus on. Why choose literacy?
I think it’s very important for our learning. Imagine living a life without being able to read. Not being taught how to read properly so that you can understand, respond, and listen.
Literacy itself is the foundation for all the skills we need to live productively. There are many important components to a child’s education, many of which go back to literacy.
What should people know about your organization?
We started this work thanks to a mother (Alice Peel Pierce Thomas, who founded the center and passed away in 2022), who happened to be a school teacher herself. She realized that children’s needs were not being met in the classroom when it came to literacy and reading instruction.
So she created this movement and started it. And 32 years later, here we are.
What kind of work do you do at the center?
I categorize our work into three main areas. One is professional development. From early childhood care centers to K-12 schools, we are focused on supporting educators to become effective instructional leaders grounded in the science of reading.
The second bucket is child and family involvement. Ensure that communities understand the value of children being able to read and write. We just got a bookmobile through a grant. I’m literally going to work my way across the state of Louisiana.
The third bucket is advocacy. We know that real reform requires looking at both federal and state policy. In 2019, we were the driving force behind creating Louisiana’s first Early Literacy Commission.
What is the economic rationale for improving literacy?
We know it’s a workforce issue and we know it’s an economic development issue. We want to be able to break generations of poverty. And we know that literacy is the foundation of that.
When we think about children’s literacy, it’s not just about reading words on a page. It’s about fluency, comprehension, and being able to think critically. This is an increasingly needed skill in today’s workforce. It’s not just about understanding what’s written on a screen or paper, it’s about understanding what to do with that information.
What is dyslexia and how is it diagnosed?
This is an academic anomaly that affects not only reading, but also (students’) writing, speaking, and spelling abilities.
It’s a complex problem to diagnose. We have screening capabilities to help educators recognize the signs of possible dyslexia, but the actual diagnosis goes much deeper than that.
I’ve talked to a lot of veteran educators who have been in the classroom for 20 or 30 years, and the first thing they say is, “You know what? The child is dyslexic. ”
How can parents know if their child needs a diagnosis of dyslexia?
If you’re reading with your child and they’re having trouble understanding words, pronunciation, and sounds, you might think, “Let me talk to the teacher or someone else who’s qualified to take a closer look at that.” I don’t know.
We often see children who continue to struggle with reading, and perhaps writing and spelling, despite clearly demonstrating high levels of intelligence.
How do your colleagues in the Legislature feel about literacy?
This has always been a very bipartisan issue. Who can argue that every child should have every opportunity to be ready to read and write by the end of third grade?
It helps that I can already see the results. Louisiana was recognized for its post-pandemic literacy gains.
Why is parent involvement one of your focus areas?
We need to raise the level of expectations for parents and families to be involved in their children’s education. But we also have an obligation to meet their families and parents where they are.
If you didn’t raise your children with books, why would you think to start reading to them when you have children?I want to do everything in my power to meet my family where they are. I think so.
Under a new law, third-graders who struggle with reading could have to repeat a grade. Is the country ready?
I think I’m well prepared. A closer look at the law shows that it only addresses a small, but important, proportion of students who have the greatest challenges.
I think this conversation is being viewed through the wrong lens, which is negatively impacting the students. But we are working on this issue because we cannot allow our students to not have all the support, all the intervention, all the instruction they need to become the best readers they can be.
What part of your job makes you feel most optimistic?
I think there’s a growing recognition that literacy is important and that we shouldn’t take it for granted.
The consensus is that if we’re going to build the workforce, if we’re going to build opportunities for students, we have to do it through literacy. I have high hopes for that.
