Georgia Southern University leads effort to increase literacy in Georgia

A student’s ability to read proficiently in the early grades shapes everything that comes next in school and in life, yet according to NAEP data, four in ten fourth graders in Georgia cannot read at a basic level. Teacher preparation is one of the most direct ways to change that—but only if it is aligned to the research-based instructional methods that have been proven to help most students become successful readers. 

The College of Education (COE) at Georgia Southern University is working to deliver programs and partnerships that will overhaul how we prepare literacy coaches and teachers. Building on the success of the Georgia Literacy Impact Initiative (GLII) that provided access to coaching and professional learning for two rural counties, COE is launching the Georgia Southern University Literacy Center to make that expertise available across the state.

Rethinking the classroom

GLII was specifically designed to improve literacy outcomes among Georgia’s elementary students by preparing educators to implement evidence-based literacy practices directly into their curriculum. 

“We know there are students who are unable to read on grade level, so our goal is to equip every student with the skills they need to be successful readers,” said Amy Lingo, Ed.D., dean of COE. “We want to empower educators with the knowledge and confidence to teach literacy skills in their classrooms.”

GLII created a hybrid professional learning experience built around three objectives: improving student achievement, developing teachers’ effectiveness through enhanced knowledge and application, and strengthening school district leaders’ support skills. The initiative used classroom assessments to specifically target professional learning for teachers, while utilizing both student and teacher data to measure growth. Additionally, classroom observations and real-time assessment of student performance helped identify coaching opportunities to further enhance student outcomes. 

COE partnered with the First District Regional Educational Service Agency to bring GLII to Toombs and Candler County schools. In those districts, GLII actively assessed teacher knowledge and classroom practices to identify and fill any instructional gaps.

“We couldn’t be more excited about the work we’re doing with Georgia Southern. The responsiveness of our teachers to the coaches has been encouraging; they see the value in this work,” said Brandon Hartley, curriculum and school improvement coordinator for Toombs County Schools. “Our teachers have the knowledge and this type of professional development helps build competency and strategies for applying that knowledge in the classroom. The heartbeat of a classroom is the teacher, and when our educators feel supported and confident in their literacy instruction, our students reap the rewards.” 

At the center of transforming literacy in Georgia

The hard work that COE started with GLII has earned support from the state legislature with the establishment of the Georgia Southern University Literacy Center that will address literacy needs statewide. 

The center is made possible through $5.5 million in state funding provided by the Georgia FY 2027 budget, through the historic Georgia Early Literacy Act of 2026 (HB 1193) championed by House Speaker John Burns and Mrs. Dayle Burns. 

“Nothing is more important to our children’s future than their ability to read, and Georgia’s teachers are on the front lines of ensuring every student gets that opportunity,” said Mrs. Dayle Burns. “The Georgia Southern Literacy Center will play a critical role in giving educators the tools, resources and support they need to implement evidence-based, science-backed literacy instruction, helping make a generational difference in the lives of countless young Georgians.”

The center will design professional development programs for teachers and literacy coaches, including competency assessments prior to training and model teacher preparation programs. The work is grounded in the evidence-based practices of reading research, specifically the five pillars of the science of reading: phonemic awareness, phonics, fluency, vocabulary and comprehension.