How We’re Rebuilding Literacy—and Confidence—in Our High School
For high school students who struggle with reading, inclusive classrooms with layered support have been a powerful approach for Birmingham Community Charter High School in Los Angeles. In this op-ed for eSchool News, Administrative Director of Special Education and Visual Performing Arts Cindy Walker shares their success in empowering students to actively decode and engage with complex texts through the use of “glyphs,” or visual markings added to English words to highlight irregular sounds, silent letters, and syllable breaks. “Students begin to experience success quickly—pronouncing words they couldn’t recognize just weeks before—and that success builds confidence and motivation,” she writes. “Instead of being held back or pulled out, they’re now reading alongside peers, tracking their own growth, and reclaiming their identity as capable learners. This shift not only improves literacy, but it also restores agency and fosters lasting academic resilience.”
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