Teachers as Sensemakers in the Era of Science of Reading Reforms: A State-wide Literacy Survey

• In Event: Advancing Literacy Education Through Teacher Development in Diverse Contexts

Abstract

This mixed-methods study explores literacy professionals' (LPs) perceptions of their strengths, challenges, and professional development needs amid state policy changes related to the Science of Reading (SOR). Based on a state-wide survey of over 1,600 LPs, findings reveal a disconnect between educators' self-assessments and their views on students' literacy strengths. LPs reported challenges such as inadequate professional development, scripted curricula, and lack of planning time. Key themes emerged from the qualitative analysis, including the need for high-quality, relevant professional development, greater autonomy in instructional decisions, and maintaining student engagement. By centering LPs' insights, this research highlights the necessity of designing supportive policies that reflect practitioners' needs, ultimately contributing to improved literacy outcomes and equitable educational practices across the state.

Authors

• Jessica B Crawford, University of Maryland

• Joshua B. Jaffe, Oak Ridge Institute for Science and Education

• Melinda E. Martin-Beltran, University of Maryland

• Yang Fu, University of Maryland

• Margaret Polizos Peterson, University of Maryland

• Wanda Roshell Debrewer, Morgan State University