Elementary Teachers’ Self-Reported Knowledge of the Science of Reading: An Exploratory Study

This study sought to understand general and special education elementary teachers’ self-reported knowledge of the science of reading (SOR). As part of a larger study on reading instructional practices, this article focuses on teachers’ responses to the SOR-only questions ( N = 300). Results suggested that teachers had either self-reported lower- or higher-levels of SOR knowledge. Teachers reported four primary themes to explain their ratings: background knowledge, a need for teacher preparation and professional development, school-based factors, and seeking information on their own. Implications suggest the importance of information and training on the SOR, and its practical application to reading instruction.