Teachers’ knowledge of the science of reading has improved in recent years, but gaps remain in curriculum adoption and educator training, according to a Thomas B. Fordham Institute report cited in a K-12 Dive article.
The survey found that teachers in high-poverty schools were less likely to express a clear preference for phonics instruction, compared to teachers in low-poverty schools. Educators in low-poverty schools scored at the 54th percentile of science of reading knowledge and commitment and those in high-poverty schools were at the 44th percentile.
It’s unclear why the gap exists, according to the report, as teachers in high-poverty schools reported that they had more exposure to science of reading-aligned training compared to teachers in low-poverty schools. This gap highlights “the fragmented nature of curriculum adoption and the complexity of translating exposure to science of reading-aligned training into better practice in high-poverty schools,” the report said.
Most K-3 teachers (81%) said they should help students break unfamiliar words into parts to identify syllables or phonics patterns — a pedagogy used in the science of reading instruction.
Another survey result found that teachers’ knowledge of the science of reading declines as the grade level increases. Kindergarten teachers had the deepest levels of knowledge while 3rd grade teachers demonstrated the least understanding.
The survey found that educators who rely most heavily on the science of reading instruction provided by their preservice training programs tend to have less knowledge of the science of reading compared to other activities. These can include on-the-job experience, in-service professional development and their schools’ English language arts curriculum.
Based on survey findings, the report offers four recommendations:
- Improve preservice preparation. States should set explicit instructional standards, invite higher education faculty members to participate in state-sponsored professional development, develop model courses on the science of reading, and take other actions to increase aspiring teachers’ knowledge in this area.
- Require a strong licensure exam. New K-3 teachers should be required to pass licensure exams that include comprehensive knowledge of the latest reading science.
- Ensure continuing professional development. To help teachers keep pace with science of reading approaches, educators should complete at least one science of reading training in their first two to three years on the job.
- Adopt a science of reading–aligned K–3 curriculum. States should require districts to adopt curricula from a list of materials fully aligned with the science of reading but diverse enough to fit the needs of all learners.
K-12 Dive
