From Preparation to Practice: A Follow Up Study of Novice Teachers' Use of Texas Reading Academy Practices

ABSTRACT This qualitative case study examines how six first‐year teachers enacted content knowledge from the Texas Reading Academy (TRA) during their classroom teaching. Semi‐structured interviews focused on instructional decision‐making, perceived supports, and barriers to implementation. Findings indicate structured practices such as phonics and phonemic awareness routines transferred more consistently into classroom instruction, while discourse‐oriented and formative assessment practices proved more fragile and highly dependent on time, curriculum alignment, and classroom demands. Mentorship and collaborative supports facilitated enactment, whereas systemic misalignment constrained teachers' use of TRA‐aligned practices. Extending an earlier pilot study that documented preservice teachers' confidence and anticipated barriers, this follow‐up investigation highlights both the durability and fragility of TRA knowledge in practice and situates Texas within a broader national discussion of the challenges associated with sustaining science of reading reforms during teachers' early careers.