Good for some, not all: English-only and language immersion teachers’ perceptions of implementing SoR-informed curriculum

• In Event: AER Roundtable Session Friday 1:45 pm - Gold 3
  In Roundtable Session: Pushing the Dialogue on Equity, Inclusion, and Justice in Educational Change

Abstract

Minnesota is one of many states adopting a Science of Reading (SoR)-informed literacy approach. This two-year qualitative study explored English-only and language immersion K-2 teachers at one school as they implemented the district’s chosen SoR-informed curriculum for their respective programs. While teachers saw their ability to teach word decoding improve, English-only teachers grew more satisfied with their curriculum when given agency to modify it for multilingual students. Spanish immersion teachers experienced ongoing disconnect between their curriculum and guiding principles of literacy instruction. Findings reveal teacher agency and ongoing professional development are critical in today’s reading reform movement. The study show the need for more comprehensive policies around SoR-informed instruction that is inclusive of multilingual students and language immersion contexts.

Authors

• Letitia Basford, Hamline University

• Annie C. Ittner, Hamline University