The Science of Reading Depends on Teacher Preparation
There is an evolving body of interdisciplinary research about how people learn to read and the instructional practices that research supports, notably labeled as “the science of reading.” This research helps mitigate confirmation bias or anecdotally laden methodologies and moves us toward practices that are academically efficacious, at scale.
States, school systems and educators are increasingly working to translate that knowledge into classroom practice. Recently, The New York Times asked more than 30 academics and education researchers to weigh in on ideas for improving America’s schools, with the science of reading among the ideas receiving significant support.
All of this is important progress. But recognizing the science of reading and its potential is only part of the work ahead.
If we want this research to result in lasting improvements for students, we have to think not only about what happens in today’s classrooms, but about how we prepare the educators who will lead tomorrow’s classrooms.
The science of reading is not a program or prescribed method. It points educators toward explicit, systematic instruction in foundational skills while recognizing the essential roles of language, vocabulary, knowledge and comprehension. But knowing what the research says is different from knowing how to put it into practice for the students sitting in front of you.
That is why teacher preparation matters.
At WGU’s School of Education, we rebuilt our core literacy courses from the ground up, specific to both the science of reading and the science of learning. Our faculty received training in Language Essentials for Teachers of Reading and Spelling (LETRS) and Institute for Multi-Sensory Education (IMSE), and our future educators learn not only the research behind effective reading instruction, but how to apply it.
That means our future teachers are learning and practicing structured literacy routines. It means they graduate knowing how to differentiate instruction when a student struggles. It means understanding how to use assessment to guide instruction, planning interventions and monitoring progress. And it means seeing effective instruction modeled, practicing it themselves and receiving feedback along the way.
This approach recognizes something important: evidence-based elements and evidence-based teaching practices must work together to create effective reading instruction.
We cannot simply tell future teachers what works. We must prepare them to do it.
We are seeing encouraging results. After redesigning our literacy curriculum, our candidates’ pass rates on the Foundations of Reading Test rose from 57% to more than 90%. We continue to use assessment data and student feedback to strengthen our courses and provide more opportunities for candidates to practice and deepen their understanding.
There is still much work ahead, both at WGU and across educator preparation. As our understanding of reading and learning continues to evolve, our preparation of teachers must evolve with it. We must be willing to examine long-standing approaches, strengthen what works and, crucially, change what does not.
Every student deserves the opportunity to become a successful reader. True implementation of the science of reading starts with better teacher preparation.
If we can better prepare educators to turn research into effective classroom practice, we can help create a brighter future for every student.
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