Teacher Preparation and Perceptions on Readiness to Address the Science of Reading

This study aimed to investigate K-5 teachers' perceptions and knowledge regarding foundational literacy skills, comparing responses of participants’ with and without literacy specialist endorsements. Despite numerous initiatives and policies, reading scores in the US remain stagnant, prompting the need for a deeper understanding of teacher training and professional development. The goal of this study was to uncover teachers' perceptions of their college-preparation to teach foundational skills, potential differences based on literacy experiences and training, and the essential elements they identify for delivering high-quality instruction. Participants were 87 schoolteachers in a Southeastern US district. Data were collected using a survey with the option for follow-up interviews. The survey examined teachers' preparation and confidence in addressing topics like reading comprehension, vocabulary, phonics, phonemic awareness, and fluency, as well as their beliefs and practices in reading instruction. Interviews further examined participants’ professional development experiences. The results of the survey showed that the majority of teachers felt confident teaching the Science of Reading including foundational skills. Those with higher-level degrees or additional certificates were more confident compared to teachers with a bachelor’s degree. Teachers identified the value of professional development and foundational literacy instruction as necessary in providing high-quality instruction. By understanding teachers' perceptions and needs, educators, policymakers, and researchers can work together to create more effective strategies for improving literacy education.