Teachers’ knowledge of science of reading improves, Fordham reports

“Dive Brief: Teachers' knowledge of the science of reading has improved in recent years, but gaps remain in curriculum adoption and educator training, a Thomas B. Fordham Institute report, released this month, said. A survey developed by Fordham and conducted by Rand Corp. found that only 52% of K-3 teachers say their classroom reading instruction reflects the science of reading approach. About 30% of teachers said they equally favor phonics and cueing — a discredited practice that encourages guessing instead of systematic decoding. To boost reading achievement, at least 40 states have enacted science of reading laws over the past few years. Whether those policies succeed depends on how clearly and consistently they are understood and used by teachers, the report said. Dive Insight: 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. The report said it is unclear why the gap exists, especially as teachers in high-poverty schools reported that they had more exposure to science of reading-aligned trainings compared to teachers in low-poverty schools. The lack of a clear explanation 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. Even with that imbalance, 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. For instance, kindergarten teachers had the deepest levels of knowledge while 3rd grade teachers demonstrated the least understanding. To assess teachers' knowledge of science for reading practices, the survey included a short quiz. About 1,244 K-3 teachers participated in the survey. Regarding teacher training, the survey found that educators who rely most heavily on the science of reading instruction provided by their preservice programs tend to have substandard knowledge of the science of reading compared to other activities that build their knowledge. Such activities can include on-the-job experience, in-service professional development and their schools' English language arts curriculum. When it comes to classroom instruction, the most popular curriculum among teachers was University of Florida Literacy Institute Foundations , which is rooted in the science of reading. However, 16% of teachers said they used the Fountas & Pinnell curriculum , which has been criticized for not emphasizing daily phonics instruction. Based on the 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 up-to-date on their understanding of 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 that are fully aligned with the science of reading but diverse enough to fit the needs of all learners.

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