Brief | Final brief in Science of Reading series focuses on how to sustain lasting change in literacy instruction

North Carolina has invested heavily in improving literacy instruction through the Science of Reading. More than 44,000 educators across the state have completed Language Essentials for Teachers of Reading and Spelling (LETRS) training, helping teachers better understand how children learn to read. But according to a new brief from the North Carolina Early Childhood Foundation (NCECF), training alone is not enough to transform outcomes for students.

The eighth and final brief in NCECF’s Science of Reading Implementation series, “Using the Science of Implementation to Implement the Science of Reading,” explores what schools, districts, and policymakers must do to turn professional learning into sustainable classroom practice.

The brief highlights a critical lesson: Just as there is a science behind how children learn to read, there is also a science behind how schools successfully implement change. Effective implementation requires shared leadership, strong coaching systems, ongoing professional learning, aligned instructional materials, and support from school and district leaders.

The brief also emphasizes the importance of administrator engagement. Teachers are more likely to successfully implement Science of Reading practices when principals and instructional leaders understand what effective literacy instruction looks like and actively support its implementation in classrooms.

Additional recommendations include:

• Expanding ongoing professional learning communities for educators.
• Increasing opportunities for vertical planning across grade levels.
• Strengthening instructional coaching and classroom observation.
• Providing clearer guidance around evidence-based curriculum materials.
• Ensuring school schedules prioritize connected reading and writing instruction.

The brief draws on lessons learned from educators who participated in the Science of Reading Fellowship Team and underscores the need for systems-level support to ensure that all students — especially those from economically disadvantaged communities — have access to effective reading instruction.

This publication concludes NCECF’s eight-part Science of Reading Implementation Brief series, which has explored practical challenges and solutions educators face as they work to strengthen literacy instruction across North Carolina.