Michigan’s Path to Literacy: Building Hope in Every Grade
REWARDS Intermediate is approved for Michigan's 35M Literacy Grant. The deadline to apply for the grant is July 11, 2025 at 5pm EST. Learn how to apply, here.
At a time when Gallup (2025) research identifies hope as the number one leadership need of followers, followed by trust, compassion, and stability, Michigan leaders are delivering on that need in a powerful way. Through Section 35m of the FY25 School Aid Act, state officials aren’t waiting on a miracle. They are working intentionally to provide districts with the tools, funding, and guidance necessary to build sustainable, research-aligned literacy systems that offer students a real chance to succeed.
Michigan’s commitment to early literacy is nothing new, but this year, the direction is clearer, more focused, and more urgent. The 35m grant investment of $87 million in early literacy represents not just a policy decision, but a promise to bring coherence, alignment, and support to classrooms across the state. And while early intervention in K–3 remains a top priority, the message is shifting: We can’t afford to overlook students in the upper-elementary grades.
For too long, students in grades 4 and 5 have occupied a so-called “in-between” space where they are past the “learning to read” phase, but they can often be found not being fully equipped with the skills necessary to meet the demands of grade-level, complex texts. The reality? Many students are still working to master foundational skills, and the consequences of missing those skills are critical and very real.
A Clear Problem
According to the latest MiSchoolData, 56.8 percent of Michigan’s fourth grade students are not proficient or only partially proficient in reading. That’s more than half of Michigan’s students without the reading skills needed to engage with grade-level content.
This isn’t just a “wait and see” or a “late bloomer” issue. Research has long shown that students who struggle to read at the end of first grade are highly likely to continue struggling in later years. By fourth grade, gaps in decoding, fluency, and vocabulary begin to interfere with access to content in not only ELA, but also science and social studies.
And yet, intervention at this level often lacks the structure and intentionality needed to make a difference. Section 35m aims to change that.
Section 35m: An Overview
The funding outlined in Section 35m is more than a financial boost, it’s an invitation to rethink how district leaders build and sustain literacy support systems tied to decades worth of science. It prioritizes coherence, alignment, and a clear connection to what the research says works. This grant supports:
- High-quality Tier 1 instructional materials (K–5)
- Evidence-based Tier 2 and Tier 3 interventions (K–5)
- Science of reading-aligned professional learning (K–12)
To ensure quality and alignment, Michigan’s Committee for Literacy Achievement (CLA) played a critical role in reviewing and approving all literacy tools funded through 35m. This vetting process ensured the selected tools are consistent with the science of reading and appropriate for use within a Multi-Tiered System of Supports (MTSS).
Michigan’s efforts reflect a broader national movement toward more intentional, research-aligned literacy reform. Lawmakers in states like Louisiana and Mississippi have led the way by adopting statewide policies that prioritize high-quality instructional materials and professional learning rooted in the science of reading. By following suit, Michigan leaders are laying the foundation for a more cohesive, sustainable infrastructure, one that supports consistent, evidence-based literacy instruction across districts.
REWARDS for Grades 4–5: A Targeted Solution
Upper-elementary students often are expected to shift seamlessly from learning to read to reading to learn. But for many, the transition is anything but smooth. Persistent challenges, like decoding multisyllabic words and understanding academic vocabulary, can hinder access to grade-level content. And more often than not, these gaps don’t close on their own.
One approved tool is REWARDS® Intermediate by Dr. Anita Archer, designed for students in grades 4–5 with decoding needs. The program strengthens:
- Morphological awareness (prefixes, roots, suffixes)
- Strategies for decoding multisyllabic words
- Fluency, accuracy, and confidence in connected text
Structured for Tier 2 or 3 use, REWARDS Intermediate is a science of reading-aligned, short-term, evidence-based solution to close persistent reading gaps in upper-elementary grades.
A Systemic Shift, Not a Temporary Fix
35m is more than a short-term fix. It represents a shift toward systems-level alignment, ensuring every student, regardless of grade, receives the support they need to grow as a reader. It acknowledges the importance of both strong Tier 1 instruction and the strategic use of intervention programs to catch students before they fall too far behind.
This moment is an opportunity. With thoughtful planning, careful consideration of implementation through the lens of implementation science, and a focus on doing what works, Michigan educators can ensure all students, no matter their grade, have the support they need to thrive as readers. By investing in evidence-based interventions and systemic alignment, Michigan leaders are sending a clear message: It’s never too late to unlock a student’s potential.