Analysis of State-Funded Science of Reading Training: District and Teacher Professional Development Needs on Asset-Based Literacy Instruction for Multilingual Learners

• In Event: Innovating the Script: Serving Multilingual Learners in Mandated Systems

Abstract

This paper explores how Science of Reading (SOR) and asset-based literacy approaches can be integrated by identifying professional development (PD) needs expressed by district administrators/teachers around SOR instruction for multilingual learners (MLs), and how state-mandated SOR training relates to those needs. Drawing on raciolinguistics and translanguaging, we use qualitative methods to analyze survey data on teacher/district PD needs, as well as the content of state-mandated SOR PD materials.

Authors

• Lindsey Rowe, Clemson University

• Katie Crook, Clemson University

• Emily Howell, Clemson University

• Hazel Vega, Clemson University

• Celeste C. Bates, Clemson