Editor’s Note: The fourth brief of an eight-part series from the North Carolina Early Childhood Foundation is embedded below on classroom experiences while aligning reading instruction with the “science of reading.”
Struggling readers receive a range of targeted services and are often pulled out of class or receive small-group, in-class support by someone other than their primary teacher. One implementation challenge that can arise with meeting North Carolina’s expectation that students receive instruction that is aligned with the Science of Reading (SoR) is getting all professionals supporting students, especially those supporting struggling readers, using the same research-based approach for literacy instruction.
These professionals include core content, exceptional children, multilingual, and academically and intellectually gifted program teachers.
North Carolina’s Excellent Public Schools Act requires that all pre-K to fifth-grade teachers in traditional public schools complete Language Essentials for Teachers of Reading and Spelling (LETRS) training. It is at the discretion of individual districts and schools as to whether other staff members complete training.
As shown in this implementation case study, when only one category of professionals, specifically classroom teachers, involved with reading instruction have completed LETRS training, there can be inconsistencies in the use and alignment of instructional practices and curriculum materials. Exposure to inconsistent and sometimes conflicting instructional strategies can make it harder for struggling readers.
The full brief is embedded below.
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