Science of Reading Standards
12/17/2025
Bluffton University addressed 99% of the audit metrics, with no courses found to be out of compliance with Ohio law.
Bluffton University recognized for strong alignment with Ohio’s Science of Reading standards
Bluffton University has been recognized by the Ohio Department of Higher Education (ODHE) for strong alignment with the state’s Science of Reading standards. The findings highlight Bluffton’s ongoing commitment to preparing future educators with research-informed reading instruction practices.
The statewide review examined educator preparation programs across Ohio to determine how effectively coursework, instructional materials and field experiences align with the Science of Reading—an approach grounded in well-established research on how children learn to read. Bluffton University addressed 99% of the audit metrics, with no courses found to be out of compliance with Ohio law.
Bluffton demonstrated full alignment across nearly all literacy domains reviewed, including teacher knowledge, phonological awareness, decoding and encoding, vocabulary and oral language, reading fluency, reading comprehension, multi-tiered systems of support, and the use of high-quality instructional materials. The review also highlighted Bluffton’s vertically aligned curriculum, which guides students from foundational knowledge to application and mastery across the reading and literacy core.
“Our faculty approach this work with care and intention,” said Dr. Gayle Trollinger, vice president and dean of academic affairs. “This recognition affirms the steady, day-to-day efforts of colleagues who are committed to strengthening literacy instruction and supporting our students as they prepare to serve in classrooms across Ohio.”
Bluffton’s work was supported by a grant from the Ohio Dean’s Compact. Dr. Cherie Hocanson and Dr. Amy Mullins were the principal investigators. Ms. Holly Myers, second grade teacher, and Dr. Trollinger served as evaluators on the project.
The audit further commended Bluffton for providing early and ongoing field experiences, pairing students with mentor teachers trained in the Science of Reading, and ensuring meaningful opportunities to apply evidence-based practices in classroom settings. All faculty involved in educator preparation, including adjunct instructors and student teacher supervisors, have completed Ohio’s Science of Reading professional learning modules, as have graduating students.