Teacher Perceptions of Science of Reading Professional Development and Its Influence on Their Instructional Practices

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Impacts on Teacher Knoweldge and Practice (Table 6)

Abstract

This proposal investigates K-5 teachers' perceptions of Science of Reading (SoR) professional development (PD) in North Carolina (NC) and its impact on instructional practices. Amidst national concerns over reading assessment scores, NC implemented a significant SoR PD mandate for PreK-5 public school teachers between 2021-2024. The study explores two research questions: (1) how teachers describe their SoR PD experiences and (2) to what extent they find them influential. Preliminary findings from 14 interviews revealed that SoR PD has influenced teachers' reading instructional practices, though challenges persist, e.g., inconsistency of district- and/or school-level supports. This research underscores the importance of teacher input in aligning PD with instructional needs and providing ongoing support for scientifically-based reading instruction.

Authors

• Marie Himes, North Carolina State University

• Jackie E. Relyea, North Carolina State University

• Jill F. Grifenhagen, North Carolina State University

• Dennis S. Davis, North Carolina State University

• Xinyan Fu, North Carolina State University