Wyoming Department of Education > For District Leadership > Literacy

Contact Information

Literacy Team Supervisor
Kimberly Lane
(307) 777-7673
Early Learning Specialist
Amy Reyes
(307) 777-7708
CLSD Program Manager
Denise Fertig
(307) 777-5761
CLSD District Implementation Project Manager

CLSD State Level Projects Manager

Literacy is a fundamental human right that empowers individuals to take in information and communicate effectively through reading, writing, speaking, and listening.  Literacy builds knowledge, empathy, perspective, access, and critical thinking.  Literacy is embedded in all social contexts and vital to the inclusion of all people. 

The WDE Literacy team is committed to supporting literacy in all of its forms across the state for people birth through adulthood. Along with the work of our current initiatives, we are here to support your district, school, teachers, students, and parents as we all work to improve literacy outcomes for students.  We value your input so please reach out to us at any time. 

The Literacy Team is working to develop resources for the WDE Literacy web page.  As we continue to develop our website, we will update information here that can inform your Literacy learning.

The Science of Reading

The WDE Literacy team supports all strands and aspects of teaching students to learn to read and read to learn with evidence based practices.  As stated by The Reading League, “the science of reading is a vast, interdisciplinary body of scientifically-based research about reading and issues related to reading and writing…. The science of reading has culminated in a preponderance of evidence to inform how proficient reading and writing develop; why some have difficulty; and how we can most effectively assess and teach and, therefore, improve student outcomes through prevention of and intervention for reading difficulties.” (The Reading League [TLR], 2022). The WDE supports scientifically based research that indicates: 

  • Print literacy results from skilled reading which includes fluent word recognition and text comprehension. Science informs the patterns of reading skills which develop for all learners. (TLC, 2022, Gough & Tunmer, 1986, Scarborough, 2001)
  • Foundational word recognition skills must be taught in an explicit and systematic manner including phonemic awareness, decoding and encoding and reading connected text. (TRL, 2022)
  • Language comprehension is built early through read alouds of complex text, robust conversations, and explicit instruction in grammatical structures. (TLR, 2022)
  • Older students who do not have word reading skills need to be taught these skills explicitly and for these students may reflect a need for multisyllabic word instruction (IES, 2022). 
  • Knowledge building is crucial to the development of comprehension and analysis. (Recht & Leslie, 1988; Cabell & Hwang, 2020)
  • Literacy is deeply embedded in our social context (Gotlieb et al, 2022, Arya and Maul (2021).
  • The science of reading includes learners with linguistic differences.
  • The science of reading is positively embedded in a MTSS framework. 

Click here to reach The Reading League Website

WY BILT Literacy Initiative

The WY BILT Literacy Initiative is provided by the federal Comprehensive Literacy State Development Grant (CLSD). 25 districts applied and received funding through this initiative.  There may be the opportunity for all districts to apply for funds in 2025.  

WY BILT Literacy Grant Initiative page

Wyoming Governor’s Summer Reading Challenge

The inaugural Wyoming Governor’s Summer Reading Challenge will begin in the summer of 2023. The Challenge will begin on June 5th 2023 and end on August 18th 2023. The Wyoming Governor’s Summer Reading Challenge will recognize schools for participation and the number of books read. The school(s) with the most books read/per student during summer months will be visited and congratulated by Wyoming Governor Mark Gordon in October. The Summer Reading Challenge will support and enhance ongoing efforts to help every Wyoming student become a proficient and confident reader.

Link to poster
Link to Reading Journal for Students
Link to Challenge Reporting Form

K-3 Foundational Reading Assessment and Intervention Statute and Rules

Wyoming Statute 21-3-401, as amended in 2022, indicates requirements for districts regarding K-3 Reading Assessment and Intervention.  Rules development included a stakeholder group representing district size, geographic location, levels of professionals, and reading orientation. Input was sought from various state professional organizations, agencies, and the University of Wyoming as well as reading experts in the area of early reading skills.

K-3 Foundational Reading Statute and Rules Page

K-3 Literacy Guidance Framework
Early identification and instruction aimed at addressing potential reading difficulties is the key to preventing prolonged difficulties in learning to read and ensuring that all students are reading with proficiency by the end of third grade. Tier 1 core reading curricula, Tier 2 supports, and Tier 3 interventions need to be: (a) evidence-based, (b) comprehensive, and (c) targeted towards the unique needs of students and instructional contexts. Universal Screening of students for signs of dyslexia and other reading difficulties beginning in Kindergarten is one of the first steps in this prevention process. This document will examine these topics and more.

K-3 Literacy Guidance Framework 

District Literacy Reports
WS 21-3-401 requires data collection on K-3 Reading Assessment and Intervention.  WDE is collecting this data in the WDE 626 form.  See the District Reporting Requirements and District Literacy Plans section of the K-3 Foundational Reading Statute Page for more information.

Resources for Literacy in the Elementary Grades 

Resources for Literacy in the Upper Grades 

Resources for Early Literacy – Birth to Kindergarten
Early Childhood WDE page

Resources for Adult Literacy