Reading Between the Lines: A Mixed Methods Investigation of Teachers’ Understanding and Implementation of the Science of Reading

Throughout the nation, the science of reading (SoR) is sweeping through schools, realigning instructional practices, altering curricula, and causing a shift in educators’ ideologies. Therefore, exploring teachers’ understanding of the science of reading and the classroom implementation may offer valuable insights for school leaders, policymakers, and educators during this period of transition. This explanatory sequential mixed methods investigation researched SoR knowledge and implementation of K-3 general education teachers in Pennsylvania. This study took place in two phases: quantitative followed by qualitative. During the quantitative phase, 141 K-3 teachers in Pennsylvania participated in the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) Survey. Results indicated that teachers had a proficient understanding of four of the literacy constructs: phonemic awareness, phonics, fluency, and comprehension. Using linear regression, it was discovered that teachers who participated in external professional development such as conferences, webinars, and trainings had a higher increase in their TULIP score, F(1,138) = 15.544, p < .001, explaining R2 = .101. Additionally, it was also found that teachers who engaged in informal learning such as independent research, colleague collaboration, and observations, had an increase in their TULIP score, F(1,138) = 8.348, p = .004, explaining R2 = .057. The demographic portion of the survey revealed that the majority of the participants were implementing explicit instruction for each of the five components of the SoR. Furthermore, most used at least one scripted curricula, with more than half utilizing multiple scripted programs. The qualitative phase focused on seven interviews: one from each of the regions of Pennsylvania and two from the South Central region. Semi-structured interviews demonstrated that teachers consider school district professional development to be ineffective. Teachers found external professional development and informal learning, specifically collaboration, the most effective way they acquired their SoR knowledge. This study adds to the ongoing research focused on the SoR and effective professional development. It highlights the increase in teachers’ foundational literacy knowledge, the significance of providing teachers time to acquire knowledge, as well as establishing effective professional development that will strengthen teachers’ skills in the hope that it will increase student outcomes.