Educators' Value Dissonance/Consonance With a Statewide "Science of Reading" Overhaul

• In Event: Research in Reading and Literacy SIG Virtual Paper Session

Abstract

The southeastern state study site recently passed science of reading (SOR) legislation, requiring a cohort model of intensive professional development (PD) for PreK-5th grade public school educators between 2021-2024. This study draws data from a series of focus groups to understand public school educators’ orientations toward new SOR policy and related PD requirements. Participants’ complex orientations toward SOR policy mandates were evidenced alternatively throughout focus group data as expressions and statements of value dissonance and consonance. Teachers’ responses to SOR legislation, including verbalized support for and concerns about implementation, highlight possible limitations of the policy. Specifically, participants agreed that improvements to reading instruction were necessary, but challenged the timing, relevance, and equity of the policy.

Authors

• Sarah Byrne Bausell, North Carolina State University
  Presenting Author

• Marie Himes, North Carolina State University
  Presenting Author