Eastern Oregon University’s teacher preparation programs were recognized on Mar. 17 as the strongest in Oregon for preparing educators to teach reading, according to a recent article by the Oregon Journalism Project.
The recognition comes at a time when only about 40% of Oregon third graders read at grade level, highlighting the importance of effective literacy instruction in the state. The National Council on Teacher Quality (NCTQ) gave Eastern Oregon University’s undergraduate teacher preparation program an “A” for reading foundations, making it the only public university in Oregon to receive this top grade.
The article is part of a series titled “Oregon Schools: What Went Wrong,” which examines ongoing literacy challenges across the state. It credits Eastern Oregon University’s success to years of work aligning its education curriculum with evidence-based practices known as the science of reading. These methods include instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Ronda Fritz, Ed.D., professor of education at Eastern Oregon University, played a key role in reshaping the university’s reading instruction courses. “I am proud of our literacy team’s efforts to shift our programs to evidence-based practices for teaching reading and writing,” said Fritz. “We have worked hard over the last few years to ensure that our teacher candidates gain the knowledge and skills they need to be successful. It’s nice for that work to be recognized.”
Fritz began focusing on research-supported methods after attending training through the International Dyslexia Association and later redesigned EOU’s curriculum after joining its faculty. Today, EOU emphasizes evidence-based literacy instruction alongside classroom experience in both undergraduate and graduate pathways designed for future teachers across Oregon.
The article notes that while many teacher preparation programs nationwide are working toward similar goals, progress varies among institutions. Eastern Oregon University stands out as an example of how universities can strengthen their approach to preparing teachers for effective literacy instruction.
