New Data Finds Major Gaps in Science of Reading Education for Future Elementary Teachers

Washington, D.C. – New data and analysis released today shows that most programs at the colleges and universities that prepare future elementary teachers still do not fully cover the science of reading. The report from the National Council on Teacher Quality (NCTQ), Teacher Prep Review: Strengthening Elementary Reading Instruction, provides the most up-to-date information available on how teacher preparation programs prepare aspiring teachers to teach children to read.

The COVID-19 pandemic has further exacerbated unacceptable and inequitable rates of reading failure among America's children. National data shows that more than one-third of fourth grade students—over 1.3 million children—cannot read at a basic level. Even more alarming, because we have failed to provide equal access to effective literacy instruction, rates of reading failure climb precipitously for Black and Hispanic students, students with learning differences, and students living in poverty, perpetuating inequitable education and life outcomes. We can change these devastating results.

While some portion of children will learn to read naturally, over five decades of research have established the components of explicit, scientifically based reading instruction that help most students become successful readers. Research suggests that over 90% of children could learn to read if their teachers used instructional methods grounded in the science of reading.

"We're in the midst of a long overdue revolution on the science of reading, but teacher prep programs haven't fully caught up," said Dr. Heather Peske, NCTQ President. "Prospective teachers—and certainly their students—deserve far better."

Examining nearly 700 teacher preparation programs across the country, NCTQ looked for evidence that coursework for future elementary teachers includes all the core components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The analysis breaks down how future elementary teachers are prepared in each aspect of the science of reading through instructional hours, assigned readings, assignments and assessments, and opportunities to practice.

"This report confirms what educators have been saying for years," said Randi Weingarten, President of the American Federation of Teachers (AFT). "To help our students become joyful and confident readers, we must understand that teaching reading is not just an art, but also a science."

The data also shows whether or not programs include methods of reading instruction that have been debunked by the science—practices such as three-cueing and running records that hinder many students from becoming strong readers—and whether or not programs provide preparation in how to teach reading to English language learners, struggling readers, and students who speak language varieties other than mainstream English, such as speakers of African American English.

Key national findings of the NCTQ data include:

• Only 25% of programs adequately cover all five core components of scientifically based reading instruction. Perhaps more alarmingly, another 25% of programs do not adequately cover even a single component.


• Many programs (40%) still teach multiple instructional practices that run counter to the research on effective reading instruction. For example, nearly 10% of programs continue to teach the debunked three-cueing method to aspiring elementary teachers.


• Two out of three programs fail to adequately address phonemic awareness, meaning aspiring teachers from these programs may not be prepared to help students develop the ability to identify and manipulate the individual sounds within spoken words, the foundation that allows them to link those sounds to the written word.


• Nearly one-third of programs do not provide any opportunities for future teachers to practice teaching using scientifically based reading instruction. Despite widespread agreement among practitioners and researchers on the importance of practice, 30% of programs do not have a single practice opportunity linked to any of the five core components of the science of reading in their coursework.


• Undergraduate programs are much more likely to cover scientifically based reading instruction than graduate-level programs. While 30% of undergraduate programs cover all five core components of the science of reading, the same is true of only 10% of graduate programs.


• Programs provide little preparation in how to teach a range of students with diverse needs in learning to read. Most programs (58%) dedicate fewer than two instructional hours to supporting the needs of struggling readers, such as students with dyslexia. While English language learners are one of the fastest growing populations of students in our schools, 71% of programs dedicate fewer than two instructional hours to supporting the reading needs of these students. The vast majority of programs (more than 80%) do not provide any opportunities for future teachers to practice teaching strategies for struggling readers or English language learners.

"Far too many students are denied the right to an excellent education, including the right to read, because they don't have access to effective literacy instruction," said Denise Forte, President and CEO of The Education Trust. "Teacher preparation programs are in the enviable position of ensuring every child, especially students of color and those from low-income backgrounds, has access to a teacher who is well-prepared in the methods that we know work best. NCTQ is helping elevate teacher prep programs that are doing this well that can serve as a model for others."

The NCTQ report identifies dozens of exemplary programs that serve as models for others, showing excellence is achievable. Forty-eight programs—39 undergraduate and nine graduate programs—earned an "A+" designation from NCTQ for comfortably exceeding the targets set by literacy experts for what constitutes adequate instruction in the science of reading and for not teaching aspiring teachers any methods that run contrary to the research.

"Literacy is at the center of our methods courses," shared Dr. Erin Scott-Stewart at the Southern University and A&M College School of Education in Louisiana, one of the A+ programs highlighted in the NCTQ report. "We work with our candidates and partner schools to ensure that what we do aligns with evidence-based and culturally relevant practices that contribute to equitable educational experiences for the children of our communities."

While individual preparation programs can lead the way in redesigning coursework to improve the outcomes for aspiring elementary teachers and their future students, the NCTQ data also points to state policy as a way to improve the quality of teacher preparation in reading. In recent years, states like Colorado and Mississippi have enacted strong, comprehensive policies to promote the science of reading, with focused implementation, and these states now stand out for high scores for their teacher prep programs and minimal evidence of methods that run contrary to scientifically based reading instruction.

"We need more states to step up, as Colorado and Mississippi have done, not just to adopt science of reading curricula and training for elementary schools, but also to ensure their elementary teachers are prepared to teach reading effectively," explained Dr. Peske. "If education leaders are serious about making sure scientifically based reading instruction reaches every classroom in their state, they need to establish robust teacher preparation standards, support teacher prep programs as they implement them—and then hold those programs accountable."

"Teachers have clamored for the tools, skills, and supports to enhance their reading instruction and help them reach all children, including those who struggle to read, especially students with dyslexia and English Language Learners," continued AFT President Randi Weingarten. "Initiatives like AFT's Reading Opens the World can enhance kids' love of reading and teachers' skills, but pre-service preparation is the essential foundation for reading instruction. The entire educational community must unite in advocating for the programs, policies, training, and resources that bring the science and the joy of reading to life."

NCTQ spent more than two years engaging with literacy experts, researchers, teacher preparation leaders, educators, education policymakers, measurement experts, and reading advocates to develop a methodology for the new analysis grounded in the most up-to-date research on scientifically based reading instruction. After reaching out to more than 1,000 traditional teacher preparation programs at colleges and universities across the country, NCTQ was able to obtain materials and publish analysis for 693 programs.

A team of expert reading analysts reviewed course syllabi, including ancillary materials such as lecture slides or assignment descriptions, and background materials such as textbooks, articles, and videos to look for evidence of coverage of each of the five core components of the science of reading as well as evidence of coverage of reading instruction for a range of learners. Each program received its detailed preliminary analysis from NCTQ in early 2023 and was provided with an opportunity to submit additional materials to update its
evaluation.

The final NCTQ evaluation assigns a letter grade to each program based on the number of core components adequately covered and the number of topics contrary to research-based practices that are taught in the program. Importantly, due to the significant changes to the NCTQ methodology, 2023 program grades are not comparable to previous years' grades. See full details on the revision process and new NCTQ methodology in the Reading Foundations Technical Report.


Statements of support for the NCTQ analysis and recommendations:

"This report confirms what educators have been saying for years: To help our students become joyful and confident readers, we must understand that teaching reading is not just an art, but also a science. Teachers have clamored for the tools, skills, and supports to enhance their reading instruction and help them reach all children, including those who struggle to read, especially students with dyslexia and English Language Learners. Initiatives like AFT's Reading Opens the World can enhance kids' love of reading and teachers' skills, but pre-service preparation is the essential foundation for reading instruction. The entire educational community must unite in advocating for the programs, policies, training, and resources that bring the science and the joy of reading to life."

Randi Weingarten
President
American Federation of Teachers