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Abstract

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.

Keywords

literacy teaching reading elementary professional development teacher preparation

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

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