K-5 Teachers’ Knowledge, Beliefs, and Practice: Influence of Science of Reading PD in North Carolina

• In Event: Science of Reading Legislation's Effects and Their Mechanisms: Studies of Legislation from Three States

Abstract

Objectives
In 2021, North Carolina passed the Excellent Public Schools Act, mandating LETRS professional development (PD) for all K–5 teachers to improve early literacy. While SoR legislation aims to boost reading outcomes, its impact on teachers is less understood. This mixed methods study examines that impact in North Carolina.

Perspective
Teacher knowledge is essential for effective reading instruction (Moats, 2000), yet many K–5 teachers lack key SoR-related concepts (Hudson et al., 2021). Professional development can strengthen this knowledge (Brommel et al., 2019) and improved instruction and better student outcomes (Piasta et al., 2009).

Methods
This exploratory, mixed-methods approach examined the potential impact of LETRS PD on K-5 teachers' knowledge, beliefs, and instructional practices related to SoR. The following data sources were used:

Survey: This exploratory survey was adapted from published surveys (Binks-Cantrell et al., 2012). Items were designed to ascertain teachers’ beliefs, knowledge, and practices aligned with SoR and LETRS PD. The survey was administered to 38,114 participants with a 45% completion rate. The knowledge portion of the survey consisted of 33 literacy questions and was completed by 1,323 teachers. Descriptive/inferential statistics were used to analyze this data.

Focus Groups: 51 hour-long focus groups were conducted and included teachers’ capacity to implement SOR-informed instruction, perceived value of LETRS PD, and challenges encountered during implementation. Deductive/inductive codes were used to analyze the dataset and summarize themes.

Video Analysis of Instruction: To analyze the 83 videos submitted, we developed the Reading Instruction Video Observation Tool (RIVOT) from previously adopted measures (e.g., OPAL, Medina et al., 2025). The RIVOT was used to evaluate 59 aspects of literacy instruction, including lesson quality, elements of explicit instruction, and practices specific to LETRS training. Two researchers coded each lesson.

Results
Survey data (Figure 1) revealed teachers who taught K-2 scored higher on the LETRS units related to early literacy, such as phonological awareness and phonics (units 2 and 3). Teachers who taught 3-5 outperformed K-2 teachers in the vocabulary unit (unit 5). Teachers with a reading license consistently scored higher than those without a reading license (Figure 2).

Survey results indicate 67% of teachers reported feeling confident in implementing LETRS-aligned practices. Several themes emerged as factors influencing implementation of SoR practices (Figure 3). This included aligned curricula, access to classroom materials, and sufficient allocation of time for planning instruction.
Lastly, most lessons submitted focused on instruction for students performing below grade level. The majority included phonics instruction and opportunities to support comprehension though few videos featured evidence-based comprehension strategies (Table 1). Finally, some lessons included practices not supported by research.

Significance
As more states implement SoR legislation and mandate PD, it is critical to understand the impact of these efforts. In NC, teachers reported changes in instructional practices, which were generally perceived as positively influencing students’ literacy outcomes. Challenges remain with knowledge retention, and analyses indicate that teachers would benefit from additional PD and coaching, particularly in comprehension.

Authors

• Paola Pilonieta, University of North Carolina - Charlotte

• Erin K. Washburn, University of North Carolina - Charlotte

• Alicia Stewart Kitten, University of North Carolina - Charlotte

• Brittany Simone Hart, University of North Carolina - Charlotte

• Helen Rose Miesner, University of North Carolina - Chapel Hill