US Teachers Struggle To Bring Knowledge Of The Science Of Reading Into Classrooms
A new report by the Thomas B. Fordham Institute has found that only 52% of K–3 teachers in the United States say their classroom reading instruction reflects the “science of reading” approach. The report notes that while teachers’ knowledge of the science of reading has improved in recent years, significant gaps remain in curriculum use and teacher training.
The survey, developed by the Fordham Institute and conducted by the RAND Corporation, gathered responses from around 1,244 K–3 teachers. Findings show that approximately 30% of teachers equally support the “cueing” method — a guess-based approach — alongside phonics instruction and systematic decoding. According to the report, this highlights ongoing challenges in translating science of reading policies into effective classroom practice.
In recent years, at least 40 US states have introduced science of reading legislation aimed at improving student literacy outcomes. However, the report stresses that the success of these policies depends on how clearly, consistently and accurately teachers understand and apply them. The research also found that teachers in high-poverty schools are less likely to prioritise phonics instruction. Educators in low-poverty schools ranked at the 54th percentile in terms of knowledge of the science of reading and commitment, compared with the 44th percentile for those in high-poverty schools.
The report notes that the reasons for this gap remain unclear. Although teachers in high-poverty schools reported greater exposure to training aligned with the science of reading, this has not translated into the same level of classroom implementation. It also found that teachers’ knowledge of the science of reading declines as grade level increases, with kindergarten teachers demonstrating the strongest understanding and third-grade teachers the weakest.