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Content analysis of state-level review materials for K-2 core literacy curricula.

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Title: Content analysis of state-level review materials for K-2 core literacy curricula.
Authors: Demchak, Alisha1 (AUTHOR) and3u@virginia.edu, Dahl-Leonard, Katlynn2 (AUTHOR) kdahlleo@central.uh.edu, Solari, Emily J.1 (AUTHOR) ejs9ea@virginia.edu, Hall, Colby1 (AUTHOR) csh4t@virginia.edu, Tatel, Stephanie1 (AUTHOR) st3r@virginia.edu, Wilburn, Katie E.1 (AUTHOR) hxj8dn@virginia.edu
Source: Annals of Dyslexia. Oct2025, Vol. 75 Issue 3, p547-563. 17p.
Subject Terms: *Literacy, *Curriculum evaluation, *Education policy, *Teaching aids, *Content analysis, *Early childhood education, Empirical research, State laws
Abstract: Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula that school systems are either required or recommended to adopt. However, little is known about the materials states use to review core literacy curricula. This study sought to identify which states engage in the review of K-2 core literacy curricula and to examine the materials they use to identify high-quality curricula. A content analysis of K-2 core literacy curriculum review materials from 24 states revealed large variability across materials. Overall, there was preliminary support of evidence-based content and pedagogy reflected in the materials. At the same time, there was potential for better alignment with some evidence-based practices. Further examination of K-2 core literacy curriculum review materials and the processes in which they are used is crucial to ensure clarity and consistency for educators, policymakers, and publishers. With sustained focus on evidence-based approaches and cross-state collaboration and alignment, there exists the potential to create meaningful and lasting improvements in literacy instruction and outcomes for all students. [ABSTRACT FROM AUTHOR]
Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Content analysis of state-level review materials for K-2 core literacy curricula.
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  Data: <searchLink fieldCode="AR" term="%22Demchak%2C+Alisha%22">Demchak, Alisha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> and3u@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Dahl-Leonard%2C+Katlynn%22">Dahl-Leonard, Katlynn</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> kdahlleo@central.uh.edu</i><br /><searchLink fieldCode="AR" term="%22Solari%2C+Emily+J%2E%22">Solari, Emily J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> ejs9ea@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Hall%2C+Colby%22">Hall, Colby</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> csh4t@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Tatel%2C+Stephanie%22">Tatel, Stephanie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> st3r@virginia.edu</i><br /><searchLink fieldCode="AR" term="%22Wilburn%2C+Katie+E%2E%22">Wilburn, Katie E.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hxj8dn@virginia.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. Oct2025, Vol. 75 Issue 3, p547-563. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+evaluation%22">Curriculum evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br />*<searchLink fieldCode="DE" term="%22Content+analysis%22">Content analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink><br /><searchLink fieldCode="DE" term="%22State+laws%22">State laws</searchLink>
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  Label: Abstract
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  Data: Within the last two decades, several states have enacted literacy-related legislation with the goal of improving national literacy outcomes for students. In alignment with this legislation, some states have undertaken a core literacy curriculum review process. These processes often involve the development and implementation of an evaluation system (e.g., rubric, checklist), resulting in a list of approved, high-quality, core literacy curricula that school systems are either required or recommended to adopt. However, little is known about the materials states use to review core literacy curricula. This study sought to identify which states engage in the review of K-2 core literacy curricula and to examine the materials they use to identify high-quality curricula. A content analysis of K-2 core literacy curriculum review materials from 24 states revealed large variability across materials. Overall, there was preliminary support of evidence-based content and pedagogy reflected in the materials. At the same time, there was potential for better alignment with some evidence-based practices. Further examination of K-2 core literacy curriculum review materials and the processes in which they are used is crucial to ensure clarity and consistency for educators, policymakers, and publishers. With sustained focus on evidence-based approaches and cross-state collaboration and alignment, there exists the potential to create meaningful and lasting improvements in literacy instruction and outcomes for all students. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: State laws
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              Text: Oct2025
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