A new Fordham Institute report shows that teachers’ understanding of the science of reading has improved. However, at least a quarter of K-3 teachers report not being fully committed to this literacy model. The research highlights ongoing challenges in fully implementing evidence-based reading instruction in classrooms.
Key Points
- Teachers’ knowledge of science of reading has increased according to Fordham report.
- At least 25% of K-3 teachers lack full commitment to the literacy model.
- Findings suggest progress but persistent gaps in teacher buy-in and implementation.
Implications for Educational Freedom
Improved teacher knowledge of evidence-based reading methods could enhance educational quality in public schools, potentially reducing the urgency for school choice options. However, the lack of full commitment among some teachers underscores the value of parental rights and school choice, allowing families to select schools that fully embrace effective literacy practices without government overreach.
Source: Teachers’ knowledge of science of reading improves, Fordham reports
