The Challenge of Learning English While Learning to Read
Elementary school presents its own set of difficulties—navigating playground dynamics, mastering multiplication, and decoding written words. Now imagine facing all of this while simultaneously acquiring a new language or adapting to an unfamiliar country. For students who are learning English alongside their regular curriculum, the obstacles multiply. Sarah Walters, a literacy instructional support specialist in Troy City Schools, understands this struggle intimately. Her district, located about an hour north of Cincinnati, serves roughly 4,000 students across nine campuses. While only about 3% of these students speak a primary language other than English—such as Spanish, Ukrainian, or Japanese—this small population has been making remarkable progress. The national average for English learners is approximately 11%, but Troy City Schools has taken decisive action to ensure its multilingual students don't fall behind.
The pandemic exacerbated existing literacy gaps, particularly for English learners. Federal data shows that these students' achievement scores have lagged behind their peers for decades, with little improvement over the past twenty years. Troy City Schools was determined to reverse this trend, especially after observing the pandemic's harsh impact on its English learners at schools like Concord Elementary. Phonics—the foundational relationship between letters and sounds—proved to be a major hurdle. Walters recalls seeing widespread frustration and withdrawal among students. 'We were seeing a lot of student frustration and wanting to give up. Students being very withdrawn, those social-emotional impacts,' she says.
The Orton-Gillingham Approach: A Multisensory Solution
To tackle these challenges head-on, the district implemented the Orton-Gillingham approach, a structured literacy method that incorporates movement and touch into reading instruction. Unlike traditional phonics lessons, which rely heavily on visual and auditory memory, Orton-Gillingham engages multiple senses simultaneously. Students might trace letters in sand, tap out syllables on their arms, or use hand gestures to represent sounds. This multisensory technique is designed to help learners form stronger neural connections, making it especially effective for those acquiring English as a second language.
The district committed to training 116 staff members—including every elementary teacher, intervention specialist, paraprofessional, and principal—in this method. Walters herself became certified through the Institute for Multi-Sensory Education and now supports and trains colleagues across the district. According to Danielle Romine, director of elementary teaching and learning for Troy City Schools, the goal was to create consistent, research-backed instruction that could close the widening literacy gaps that surfaced after the pandemic. 'We want to help the students continue to thrive, and really everything that we're thinking about with our student services is equitable learning opportunities,' Walters emphasizes.
Training Teachers Across the District
The training wasn't a quick fix. It required significant time and resources to ensure every educator felt confident applying Orton-Gillingham principles in the classroom. Staff participated in intensive workshops, followed by ongoing coaching and peer support. This comprehensive approach aimed to embed the methodology into daily instruction, rather than treating it as a one-off program. The result has been a unified instructional language across all elementary campuses, which helps English learners receive consistent support regardless of which teacher or classroom they are in.
Funding and Implementation After the Pandemic
Despite the urgency, the district took three years to plan and secure funding before launching the program. Romine explains that post-COVID relief grants, combined with budget allocations from district leaders, made the effort financially viable. The timeline allowed Troy City Schools to thoughtfully evaluate its options, select the right training provider, and roll out the program without overwhelming staff. 'We were eager to close the gaps, but we also knew we had to do it right,' Romine notes. The investment has already begun to pay off: early indicators show improved phonics scores and greater student engagement among English learners. Teachers report that students who once felt defeated are now more willing to participate in reading activities, and social-emotional well-being has improved alongside literacy gains.
Early Results and Social-Emotional Benefits
The initial outcomes are promising. By addressing both the academic and emotional needs of English learners, Troy City Schools is creating a more equitable learning environment. The multisensory nature of Orton-Gillingham helps students build confidence as they master new skills, reducing the frustration that once led to withdrawal. Walters believes that the foundation laid in reading and math will positively affect students' learning for years to come. 'Everything we're thinking about with our student services is equitable learning opportunities,' she reiterates. While the district recognizes that more work remains, the tide is turning for English learners in Troy City Schools. Their story offers a model for other districts seeking to bridge literacy gaps in the wake of the pandemic.