Bridging Confidence and Practice: Examining Teacher Self-Efficacy in Science of Reading Implementation Across Diverse Learners

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Exploring Literacy Self-Efficacy: From Student Motivation to Teacher Beliefs

Abstract

This study investigated K-5 teachers’ self-efficacy in implementing Science of Reading (SoR) instruction across diverse student populations. Survey responses from 381 teachers assessed teachers’ self-reported confidence in delivering SoR components (e.g., phonemic awareness, phonics, fluency, vocabulary, and reading comprehension) and compared self-efficacy across diverse student groups. Our analyses revealed significant declines in self-efficacy when adapting instruction for these groups. Regression analyses further indicated that years of Language Essentials for Teachers of Reading and Spelling (LETRS) training were positively associated with teachers’ self-efficacy in teaching constrained skills (e.g., phonics), but not unconstrained ones (e.g., vocabulary and writing). These findings underscore the need for more responsive professional development to support equitable and evidence-based reading instruction for all learners.

Authors

• Xinyan Fu, North Carolina State University

• Jackie E. Relyea, North Carolina State University

• Marie Himes, North Carolina State University

• Dennis S. Davis, North Carolina State University

• Jill F. Grifenhagen, North Carolina State University