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The Gap between Reading Research and Practice (1)

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It is difficult for young people who have entered Middle or High School to acknowledge that they have limited phonemic awareness and current practices would discourage any student from reading aloud which may prove difficult.
Modeling word sounds and devices is the easiest way to get an entire class to understand the connections with words.

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Submitted by Jan Crump

I definitely think universities do not always provide enough adequate training in reading research for new teachers and/or new psychologists.   However, as reading instruction has become more and more individualized through the years, there does seem to be an increased awareness that there is a need for more intense instruction  in this area.

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When looking at the gap between reading research and classroom practice, David Kilpatrick brings up lack of adequate training in college and research that is not accessible. As professional educators I believe we need to find the best research based practices and implement those strategies in our classrooms. The problem is that there is so much research and teachers are not able to pinpoint what to use. This is where the Standard Treatment Protocol comes into play and helps teachers not have to do the research themselves. 

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When looking at the gap between reading research and classroom practice, David Kilpatrick brings up lack of adequate training in college and research that is not accessible. As professional educators I believe we need to find the best research based practices and implement those strategies in our classrooms. The problem is that there is so much research and teachers are not able to pinpoint what to use. This is where the Standard Treatment Protocol comes into play and helps teachers not have to do the research themselves. 

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Submitted by Phil Cook

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I believe that teachers want to provide good literacy instruction. However, they just may not have the appropriate skills or training. I think it is up to school and district leaders to provide teachers with professional development on best practices in literacy instruction.

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I agree that many educators do not enter the education field as a master of the content they teach. Universities have a difficult time keeping up with what is taking place in Public Schools. What is being done once employed by a district/state to ensure the educator is trained well enough to be the "Master of the Content" they teach? It should be the responsibility of the schools to train their teachers so that students are receiving the best education available.

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I agree that there is quite a bit of research and findings in the literacy field which has promoted a philosophy of literacy that actively argues against the findings of reading research, as well as the “Reading Wars” that have pitted phonics against whole word instruction have fostered an atmosphere that is not open to scientific research. We as educators need to be consistent in our practices. Often times we change our practices based on what may  have been successful in another school with a completely different demographic or group of students. We need to find the best research based practices and implement those strategies in our classrooms consistently.

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In this age of Pinterest, "Teachers Pay Teachers" and online lesson plan libraries, it is so easy to look for a quick fix to a perceived problem.  Without knowing the roots or depth of a problem, a well-knowing/good intentioned teacher can further frustrate a child.
The whole child needs to be analyzed prior to diagnosis.

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"...........it
is imperative that the findings of empirical research into reading acquisition and reading disabilities be
clearly understood by all professionals who are involved with teaching students to read." This quote taken from the last paragraph of the article explains the missing link in the reason behind the gap. All educations should be focusing on how I can help "our" students instead of looking to help "my" students. This shift in their growth mindset would enable educators to collaborate with their colleagues more often to ensure student success and growth.

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I think this document provides support for the importance of the Reading Research to Classroom Practice class that is offered to teachers. I am very happy that some universities are now incorporating this class into their teacher education programs. It is definitely a welcome step toward ensuring that teachers are equipped with adequate knowledge to reach reading in our schools.

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I find that educators often do not come out of their degree programs with a solid understanding of reading research and how to address different types of reading issues within the classroom setting.  It also is difficult for school personnel to determine which reading programs and interventions are best to use for different skill weaknesses.

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I believe that teachers and other school professionals want to do what is best for their students, but they don't always have access to the most recent and relevant research. They also don't always have the time and resources to search for that research on their own. In order to provide the best instruction for their students, they need to be given high quality instruction in college, and then continued professional development that focuses on relevant research.

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In addition to what this article shares about research and teaching, it is important to also recognize the need for a smooth transition plan as students transition from one grade to another.  Research can be solid.  Teaching can be solid.  Therefore, what is 'solid' and being established as a foundation for a student, needs an effective delivery tool to the teacher of the next grade so what has been set for the student can be followed and continued.  Investing in the research and teaching - in a consistent format - can only help the students experience more growth (academically, socially and emotionally).

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I could not be more excited about the MTSS process. Too often, struggling students are put in a funnel leading to Special Education Eligibility. As school districts immerse themselves in the MTSS process, the importance of intensive, explicit, and systematic instruction will fall on the shoulders of regular education teachers, who will (hopefully) be provided the tools and knowledge they need. This is not to say that all regular education teachers are not trying their hardest to assist student growth and learning, I just feel that districts tend to put more focus on specialized educators as using tools that are not always available to all students.

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I found connection with this Kilpatrick text as it is embedded numerous times throughout the revised course content of RRtCP. There must be more focus through PD and coaching so that the "Big 5" are consistently utilized in the MTSS framework. With PD opportunities such as RRtCP, the three principles of instruction are interwoven throughout - students requiring explicit, multi-sensory and systematic instruction with intensity and fidelity. These principles are crucial for student success, especially with differentiated CORE instruction.

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I purchased the Kilpatrick book after the updated training on RRtCP.  This book is a treasure, especially when discussing orthographic mapping with teachers.

The gap between research and classroom practice does not seem to be getting smaller. All K-5 teachers in my district have received RRtCP training (or will eventually). Some teachers use the information, others store the notes on the back shelf never to be visited again. Not every teacher sees the value in understanding the research behind learning to read...especially teachers who are not ELA. I'm hoping as we transition to the MTSS framework we will see a sense of urgency in all teachers to teach using systematic and explicit instruction to teach reading in every grade level, and across all content areas.

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We are learning everyday with MTSS modules that less can certainly be more...The guidance from Dr. Felton certainly streamlines literacy needs.  This research would not be anything "new" to our district literacy leaders as for years they have worked to support these areas.  However, I do believe we will see greater impact and implementation of the research as we build our MTSS framework that provides explicit action steps and response to the literacy needs.

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We are learning everyday with MTSS modules that less can certainly be more...The guidance from Dr. Felton certainly streamlines literacy needs.  This research would not be anything "new" to our district literacy leaders as for years they have worked to support these areas.  However, I do believe we will see greater impact and implementation of the research as we build our MTSS framework that provides explicit action steps and response to the literacy needs.

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J Gardner

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According to David Kilpatrick,
"There is a vast amount of reading research which is often published in journals that are not easily accessible to educators and there are relatively few books written for education professionals that accurately review and summarize reading research. "

This I  find to be one of the biggest factors when we struggle to close the gap. Even as a facilitator, I find it difficult to always stay up to date with current research and journals, which is part of my job description. When teachers are made aware of current research and are given thoughtful and adequate professional development and training regarding best practices, there is a wholehearted effort to implement these practices, but with out the time and planning and training it is extremely challenging to expect that teachers are able to keep up with research and implement changes as necessary.

M Cisar

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Reading Research and Classroom Practices

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Reading Research and Classroom Practices

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In my years as an educator, I have seen the gap between reading research and classroom practice. I agree with the author that  access to the latest research is crucial to educators. Unfortunately, resources are not always allocated in a way that teachers can have access to said research nor is there enough time or resources for them to be trained.
Another aspect I this is crucial is early intervention. The faster we can identify at-risk students the better we can help close the achievement gap. Again, sometimes resources are not always allocated to help prevent these gaps and instead are allocated to grade levels having to take high-stake state assessments.
Chantal Vinson

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Phonemic awareness and phonological awareness skills are dependent on auditory processing skills. In my many years with special education, we are seeing an increase with auditory processing skill deficits and receptive language skill deficits. When looking at those students who display difficulty with orthographic mapping, I wonder if there are any  links  between the two.  While the research is there for anyone's taking, the consistent implementation of  effective interventions continues to be lacking in some classrooms. Are we teaching our teachers to effectively implement these interventions that work??
Nancy Bryant

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It is difficult for teachers and administrators to know what the truly valid research is. They are bombarded with numerous venders touting their "research based" programs. I am not trained in reading interventions so I would need to see what effective interventions look like in a classroom. Schools like programs because it helps to implement strategies consistently within a building. So the question is what program works? Or is this a case like screeners where we know we need one (or multiple) but no one can say which screener is most effective.

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Tracie Metz. Jackson County Schools. Research to Practice

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Tracie Metz. Jackson County Schools. Research to Practice

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Effective teaching requires dedication, time, and flexibility. Professional Development is key to ensuring that teachers are up to date on best practices and have support throughout their continued growth. As a teacher, you may have had the best courses during your degree program, but now, you are actively in the field. . .experience becomes the primary instructor. What is available for your continued growth? Who will help you in the middle of November, when you realize your approach needs to be re-vamped? For student growth to occur, teachers must have support that begins with meaningful professional development and can maintain on going coaching and support.

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Many teachers are using "researched based programs" to provide literacy instruction to students, but when contradictory philosophy's of best literacy practices are out there, how do we expect teachers to choose what is best for students? Teachers are coming to the classroom with a lack of adequate training in reading and with limited access to reading research. Teachers are relying on Teacher Pay Teachers and Pinterest for answers. It is our job to educate teachers on effective instructional practices and how to effectively implement them using a standard protocol approach.

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Reading is not only an essential part of school, but in life as well.  The lack of training in reading research as well as understanding the research behind learning to read is troublesome for those who are educators.  It seems that training teachers on best practices in regards to literacy now is up to individual school districts.  This proves to be challenging as it is imperative that reading strategies are implemented consistently.

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Reading is not only an essential part of school, but in life as well.  The lack of training in reading research as well as understanding the research behind learning to read is troublesome for those who are educators.  It seems that training teachers on best practices in regards to literacy now is up to individual school districts.  This proves to be challenging as it is imperative that reading strategies are implemented consistently.

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The research is clear, but the practice of implementation is where the difficulty lies. A systemic approach with consistent professional development and resource support is needed to ensure students have a unified approach to literacy instruction. Organizational change, lack of clear expertise, and the abundance of perceived resources (some vetted by research, while others simply "available at the click of a button") can lead to unintended instructional "drift" where students don't get what they need.

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Could I say Amen?  More and more we are experiencing educators not becoming educated in teaching literacy.  We are having to teach the teacher before the student in order to try to have quality literacy instruction.  Closing the gap in literacy is tough enough and we need more assistance at the college level.  This must become a priority.  Research has nailed it and w see it clearly in the trenches.  Strong support for the teachers is a must and most often you have to start at the basics and distinguish between phonics and phonemic awareness.  We take this for granted.

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I totally agree with the lack of preparation in college given the complex nature of reading. As a special educator for many years, I didn't feel prepared to teach reading after my college training. I took a Reading Foundations training after being in the classroom for many ears, and I am very thankful because I learned so much. I think more teachers need to have that level of training to help them improve their reading instruction. I think this is true for secondary levels as well. I know some secondary level teachers and professionals in my district have asked for more training in appropriate reading instruction. Something else that really 'popped out' of the article for me was the importance of 'explicit, systematic' instruction. I think many teachers need guidance and support in making sure interventions are being systematically, explicitly taught (reading and other academic areas).

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I learned to read by learning phonics. When I got my special ed. teaching degree specializing in learning disabilities, the whole language approach was being used. I never could understand why that trend was popular since it does not provide any basis for figuring out unknown words. This totally supports what the author was saying about educators not receiving adequate training in reading research. This is also one reason that I like the i-Ready program because it breaks down different components of reading. I think that it's helpful for teachers lacking in reading knowledge to see the difference between phonics and phonemic awareness.

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We are working with our elementary and middle school EC teachers on implementing research/evidence based specifically designed instruction in reading. What we are finding is that the EC teachers have no foundation knowledge of the teaching of phonological/phonemic awareness, the instruction of phonics beyond 2nd grade and connecting it all to related text. If our EC teachers do not have this knowledge and experience, I am sure the same would be found in ELA general ed teachers 3 - 8.

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I was very interested in the orthographic mapping comments. Also, college and universities could benefit future public school students by requiring a reading foundations class for all undergraduate programs in education, regardless of the subject they major in. For example, math, social studies and science majors should all be exposed to the concepts of reading instruction.

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I was very interested in the orthographic mapping comments. Also, college and universities could benefit future public school students by requiring a reading foundations class for all undergraduate programs in education, regardless of the subject they major in. For example, math, social studies and science majors should all be exposed to the concepts of reading instruction.

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If all reading teachers (k-8)were trained in all areas of literacy and offered to utilize assessments, similar to mClass (with immediate feedback, areas of skill deficiencies, and "what next interventions",) ....we'd see that gap close.

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As the author points out, there are certainly many reasons for the gaps between reading research and what we actually practice in our classrooms. The need for more reading training at the college level is definitely needed, however equally important is training received at the local level. A Standard Protocol is imperative, however if teachers and interventionists do not have adequate training on how to carry out the interventions to fidelity, then the success of the students will be at stake.

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As the author points out, there are certainly many reasons for the gaps between reading research and what we actually practice in our classrooms. The need for more reading training at the college level is definitely needed, however equally important is training received at the local level. A Standard Protocol is imperative, however if teachers and interventionists do not have adequate training on how to carry out the interventions to fidelity, then the success of the students will be at stake.

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I completely agree that many educators are not prepared to help students who are struggling readers.  As a secondary trained math teacher I did not have any formal training on how to support struggling readers.  As a mom, I now have my own kindergartner that I am struggling to help with reading.  I am learning things now that would have been helpful in my high school classroom.

We also sent a few of our middle school math teachers to reading foundations training this summer and they said it was one of the most beneficial training sessions they have had.
As a district we need to consider more support for our teachers with literacy/reading.

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Again, I echo the sentiments described in the comments on this page. Particularly for secondary teachers, there is little to no instruction in literacy strategies overall let alone specific interventions. I think in this article it is important to note that we have to remember even with young students that students do not need just "more of the same" instruction. An important piece of this is marrying the intervention with the student's need as associated and derived from formative assessments and universal screening systems.

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I agree that teachers must peel back the layers to strategically locate where a child is lacking instruction or where the reading gap is before attempting a reading intervention. Reading programs like Corrective Reading and HillRap help target specific areas in reading with a scope and sequence of skills that many SLD children need in order to close the reading gap.

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I agree that teachers must peel back the layers to strategically locate where a child is lacking instruction or where the reading gap is before attempting a reading intervention. Reading programs like Corrective Reading and HillRap help target specific areas in reading with a scope and sequence of skills that many SLD children need in order to close the reading gap.

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Amy Bare

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The article is correct that many educators lack the knowledge that enables them to plan instruction that adequately meets the individuals needs. Teachers need further instruction in reading foundations. When teachers understand the components of reading then they are able to diagnosis the students needs and plan for an intervention that will ensure growth occurs

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This article genuinely explains the disconnect between reading research and classroom practice. It can be compared to a physician prescribing medication for a problem, without making a proper diagnosis. If research supports methods and interventions that "work", then the involved professionals should be given the opportunities to be grounded in the practices and granted opportunities for implementation.

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I am encouraged by the school district's push to get all primary teachers trained in the Foundations of Reading course. It is true that neither teachers nor school Psychologists come out of their training programs with this knowledge base and I learned early on that getting this training was going to be critical to providing even adequate assessments. I feel strongly that certainly EC teachers without this knowledge base of the research on reading can hardly provide the quality needed for struggling readers. 

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I am encouraged by the school district's push to get all primary teachers trained in the Foundations of Reading course. It is true that neither teachers nor school Psychologists come out of their training programs with this knowledge base and I learned early on that getting this training was going to be critical to providing even adequate assessments. I feel strongly that certainly EC teachers without this knowledge base of the research on reading can hardly provide the quality needed for struggling readers. 

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It was staggering to me to read that according to NAPE, 1/3 of 4th graders read below a basic level.  It is imperative that teachers provide explicit and systematic phonological awareness and letter-sound instruction.  In first grade, there should be a focus of intensive phonemic awareness and systematic instruction in phonics and practice of reading.  Teachers need to be trained to use a particular research based phonics curriculum and inspected to see if it is carried out to fidelity.

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There is definitely a lack of preparation for teaching literacy. Most of our beginning teachers have only a very surface knowledge about how to diagnose a reading problem and then fill that gap. It seems we immediately go to trying to impose a label to explain the deficit rather than analyzing it and building support systems to address the issues.

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This is why every teacher needs Reading Research to Classroom Practice professional development. (not just EC teachers)

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This summary provided great insight into the need to drill down to the root of the problem for struggling readers. If teachers are not aware of these research findings and using them to improve student outcomes may explain why so many of the students who develop discipline challenges sufficient to warrant alternative instruction are also poor readers. Students go to great lengths to conceal this from their peers. This information is good guidance for teachers and other staff in these alternative settings as well.

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The common saying, "Learn to read then read to learn" can be a hard concept for students when they are not given all the pieces to the puzzle. Phonics is the foundation upon which reading is built and students who have a firm foundation tend to do better. When discussing the article with my team, the main point we spoke about is that the article ask that teachers model for their students and then we spoke about the lack of knowledge in some teachers to effectively model this. We reached the conclusion that these skills must be taught in colleges and reinforce through professional development courses in the schools.

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As stated by Kilpatrick, "many professionals in the fields of general education, literacy education, special education and school psychology do not have sufficient knowledge of these research findings." I think it's imperative for those professionals to have proper training in reading research not only in college but as a continuation through the profession. This could take place in as a professional development. With reading research being published often, educators should be exposed to those published journals. How can educators assist students to become better readers if not given the proper tools/resources to do so? I agree with all professionals who are involved with teaching students to read, have a clear understanding of those empirical research concerning reading acquisition and reading disabilities. There is a need for training, and modeling in order to address the problem and to achieve success.

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RRtCP  training is needed by all teachers not just EC or Title 1 teachers. After looking at numerous data sources, I realized that my teachers were lacking the basic capacity needed to teach reading. After having my entire staff trained in RRtCP, I have seen great improvements in reading instruction. Colleges are not preparing all teachers to be reading teachers. We need to remember this at the district/school level and provide the necessary training/PD to build the capacity within our buildings.

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If we accept the reasons given  by Kilpatrick for the gap, then we must ask (and be willing to answer) the obvious question--"How do we help teachers close the gap?"  If the colleges of education are not preparing our teachers, we must fill the gap.  Systematic professional development and coaching support must be provided for early literacy teachers to help build the foundation for successful reading.  District staff must be up-to-date on reading research to make appropriate decisions when vetting various reading programs.

M. Dixon

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There may be a number of factors why college and university students  may find it difficult to acknowledge a lack of experience in literacy instruction. One factor may be intimidation. However, there is another factor that was identified in the article. The article states that many educators have limited knowledge of basic information critical for literacy instruction. This is a very vital and profound statement that should not be overlooked. However, there are many factors that can contribute to this reasoning. Three such factors may be (1) Some educators may not find it necessary to keep abreast of best practices and recent research on literacy instruction. (2) Schools may not provide support in the form of training and coaching for these educators and (3) some educators may not be transparent enough to acknowledge that they have limitations in literacy instruction. For whatever reasons, we need to consider the fact that if educators have limitations in literacy, it will be challenging for them to impart literacy instruction successfully to students. The operative word is "successfully".

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As you have all noted, there are numerous factors that create the gap between research, instruction, and student abilities. Increased communication between NC DPI (regarding research, instructional practices, and student needs) and colleges with education programs can help prepare all teachers (EC, elementary, middle and high - of all content areas) to identify students needs and modify their instruction to help them comprehend content-specific information through the application of research-based methods. On-going professional development for teachers, of all subject areas, can provide continued support for staff and, hopefully, help reduce teacher turnover. Student needs can seem so overwhelming (whether the depth of their need or the quantity of students who exhibit these needs). Developing a "flow chart" of needs/resources can eliminate the guesswork for teachers, schools, and districts so that we don't feel so overwhelmed and miss the mark, like the "non-example" on page 3 of this module.

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I completely agree that the teacher education programs at the college level do not adequately equip budding teachers with the research base or strategies they need for effective teaching of reading.  I also agree that journals and other publications explaining such research are not easily accessible to teachers who are already in the field.
I am conflicted over the comment in point 3 about authors promoting a philosophy which is counter to research.  The authors I read who promote balanced literacy seem to wholeheartedly support the explicit teaching of phonics and phonemic awareness, comprehension strategies and strategies for fluency, etc.  I think comments such as these are what fuels point number 4 the "Reading Wars."  I don't think such "Reading Wars" are productive or beneficial to our ultimate goal which is to create students who read well (and comprehend) and also enjoy reading so that they continue to read (and learn!) for a lifetime.
We use a balanced literacy approach (which we don't classify as "whole language" at all), but one part of our approach is the expectation that all teachers are engaging in phonics instruction, including a systematic program (Fundations) at our primary level, but also that they are engaging in phonics/phonemic awareness instruction during the guided reading lesson.  The "balanced literacy" approach has been very helpful in driving our teachers to the table to do the type of differentiated instruction mentioned in this module, which is planned using the data the teacher has gathered on students and used to design (specifically for that group) explicit instruction in phonemic awareness, phonics, fluency, vocabulary and comprehension.
I have attended training sessions which emphasize balanced literacy and cite its merits, and I have attended other sessions which seem to discourage such an approach, promoting primarily phonics programs.  I believe that they can (AND DO in our county) go hand in hand, with students receiving systematic, explicit instruction in skills in each of the "big five" of reading, and also reading in small group and whole group, accessing texts on their instructional level (small group) and grade level (whole group), and writing throughout the day.
Also, I think the mClass 3D assessment has increased our teachers' knowledge of phonemic awareness and phonics instruction a great deal.  They have learned how to incorporate those pieces into their guided reading instruction based on the key skill for that time of year, based on the chart we received in training. (see attached).
Ultimately, I agree there is a disconnect between research and actual practice and that students need explicit instruction in phonemic awareness and phonics as well as the opportunity to use that in reading continuous text.
-Vickie Sutton

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Key skills by Time of Year DIBELS NEXT assessment

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I agree with the fact that many college programs do not adequately educate teachers and school psychologists on practices based on reading research.  I also feel that it can be overwhelming, especially for new teachers coming in.  It is important for school districts to provide adequate training to all teachers/ school psychologists/ staff working with students.  Along with the training, there also needs to be continued support and coaching to individuals who are implementing those practices.
Sarah Oja

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Reading instruction has long been an area of weakness in teacher training programs and in public schools in general.  We are not only dealing with language issues, but also a large population of students entering schools well behind peers in vocabulary.  Systematic instruction of these skills is vital to the success of students.  Schools and districts cannot train teachers to do so in PD time the same way they could be trained in the teacher-training programs.  It is always a slow pendulum swing, but I do believe it will get there.  In regards to the processes, it has been difficult to get teachers to look at the core instruction in reading as an issue.  But solid data and analysis helps to open dialogue about needed change.
Rick Dunlap, RSS

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I agree with the Kilpatrick on the four key points addressing why there is a gap between reading research and the practice of teaching reading in K-12 classrooms. Research and college training should include problem solving and interventions to prepare teachers with the various types of learners that new educators will experience after their college experience. Teachers must take responsibility for seeking additional training to ensure they understand the content they teach, use best practices, intervene early to meet the needs of all students and be willing to become researchers to improve their instructional practice. District and school leaders should also provide professional development that addresses the gaps and early intervention meet the needs of their struggling readers in a timely manner.
Thelma Black.

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Gap Between Research and Practice Submitted by Brady Rochford

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Gap Between Research and Practice Submitted by Brady Rochford

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As a middle level teacher, I know I did not receive ample training into reading acquisition and disabilities. I am curious how schools can foster better relationships with their local universities to help bridge the gap between research and implementation. Currently I am working with a student teacher and it seems there are opportunities for her to learn from me and for me to learn from her and the new research coming out about reading. It would be ideal if there were better partnerships where universities worked hand in hand with teachers to implement research-based reading interventions

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The Gap Between Reading Research and Classroom Practice is very timely for me.  I have just completed the first round of Reading Research to Classroom Practice provided by DPI.  In that particular training the weaknesses in literacy instruction and intervention noted in this article are addressed in a systematic way.  It begins with explicit instruction in phonological awareness, decoding, and sight recognition.  Through RRtCP there is an intensive look at how literacy develops and at what point intervention should be delivered.  At the foundation of this work is three key principals for literacy instruction:  EMS, explicit, multi-sensory, and systematic.  The article points out the need for training of teachers in these research based principals.  

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The Gap Between Reading Research and Classroom Practice is very timely for me.  I have just completed the first round of Reading Research to Classroom Practice provided by DPI.  In that particular training the weaknesses in literacy instruction and intervention noted in this article are addressed in a systematic way.  It begins with explicit instruction in phonological awareness, decoding, and sight recognition.  Through RRtCP there is an intensive look at how literacy develops and at what point intervention should be delivered.  At the foundation of this work is three key principals for literacy instruction:  EMS, explicit, multi-sensory, and systematic.  The article points out the need for training of teachers in these research based principals.  

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-Judy Parks

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The Gap Between Research and Practice has been a topic of conversation within my schools for years. Teachers and school psychologists in my experience work tirelessly to incorporate explicit instruction in the teaching of literacy while also meeting the diverse and always changing phonemic awareness and phonics skills of readers at many differing levels. I like how this white paper mapped out prevention of at risk readers in kindergarten, intervention in first grade, and intervention needs of older student learners and the importance of orthographic mapping for word accessibility. As educators the amount of research can be overwhelming and figuring out how to integrate research into practice can be incredibly challenging, but I appreciate how this paper drilled down to the very beginning point. I always encourage literacy and ELA teachers and school psychologists to seek out Reading Foundations training as it connects the critical components of reading very nicely. MTSS in NC is very exciting to me as we begin to organize research and best practices into a framework (standard treatment protocol) that will feel cohesive to teachers and really focus on good, quality instruction. 

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The Gap Between Research and Practice has been a topic of conversation within my schools for years. Teachers and school psychologists in my experience work tirelessly to incorporate explicit instruction in the teaching of literacy while also meeting the diverse and always changing phonemic awareness and phonics skills of readers at many differing levels. I like how this white paper mapped out prevention of at risk readers in kindergarten, intervention in first grade, and intervention needs of older student learners and the importance of orthographic mapping for word accessibility. As educators the amount of research can be overwhelming and figuring out how to integrate research into practice can be incredibly challenging, but I appreciate how this paper drilled down to the very beginning point. I always encourage literacy and ELA teachers and school psychologists to seek out Reading Foundations training as it connects the critical components of reading very nicely. MTSS in NC is very exciting to me as we begin to organize research and best practices into a framework (standard treatment protocol) that will feel cohesive to teachers and really focus on good, quality instruction. 

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-Jennifer Bibbs

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The Gap Between Research and Practice By: Jessica Roberts 

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The Gap Between Research and Practice By: Jessica Roberts 

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Like Brady, I am curious about preservice teacher literacy training and would like to see to more of a partnership with schools and teachers in classrooms to ensure beginning teachers are equipped with the knowledge and skills on how to best teach literacy. Through my 17 years of teaching in Kindergarten through 2nd grade I have seen the pendulum swing from whole language approach with no explicit phonics teaching to systematic, explicit spelling patterns teaching like Wilson, or Orton. I am a big advocate for a balanced literacy approach to teaching literacy. I believe there is room for both. Explicit teaching in phonemic awareness and phonics is essential for all students, but it is crucial for our struggling students. It is all crucial that we foster a love of reading and children have access to real books to love and enjoy. I would love to learn more about orthographic mapping. The process of storing words for instant retrieval and turning unknown words into known words. This makes sense to me. It's like fluency with math facts in math, especially for struggling students. Students who have not internalized facts to 20 in 2nd grade struggle to decompose and compose when solving double and triple digit addition and subtraction facts.

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One factor to consider when talking about why there is a gap between reading research and classroom practice (along with the many others discussed on this padlet) is the role that school administrators play in instructional leadership. School administrators must communicate a clear vision that focuses on improving reading instruction through research based practices.  Some things for school administration to consider:

the alignment of student outcomes with the allocation of fiscal and human resources

building an infrastructure that supports multi-level instruction, master schedules that support planning with EC teachers, interventionists, etc.

profession development that is aligned with reading research and is monitored and sustainable

school improvement goals that link research to practice

insisting on data-based decision-making

conducting PLCs that focus on student outcomes

an overall focus on improving instruction for ALL students.

By: Terri Collins

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Between doing what you're told you "have to" and what you personally know works well, and trying to stay on top of the "cutting edge"... I find that "The Sad Tale" is reality in many of the classrooms across the country.  I think this could be a reason for the gap, but also
I wonder about preservice learning for new teachers. I know for myself, my reading methods course consisted of "reader's theatre" and miscue analysis.   Are they starting to explicitly teach new teachers strategies and an understanding of how to progress monitor those strategies?  Also, for more "experienced" teachers how are we receiving communication and training on research based, best practices?  Let's make sure that we are offering good training in both the field and for preservice teachers.  Like the "Sad Tale" many teachers are well intended and want to do what is best for children.

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My response may take a bit of a negative stance, but I feel it needs to be voice/acknowledged. Why has it taken us so long to get here, when so many of us have known what the research said, what we should, and even somewhat how to do it? The question is rhetorical, as I have have multitudes of anecdotal recounts of barriers I personally have come across. The educational system has done a disservice and continue to do a disservice to many individuals by not utilizing research-based practices or not monitoring the usage when implemented and not using data driven instruction in meaningful, organized approach. I go back to my favorite Maya Angelou quote "When you know better, do better." Many of us have known better for along time, and it has frustrated me, saddened me, and discouraged me that there has been such little forward movement on a large scale. Yes, there are pockets of change and specific schools that have embraced, but our district and many others still have miles and miles to go. My one very real hope is that MTSS and the intentional...explicit and systematic role out by NCDPI will now be the vehicle for change.

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In my training as a school psychologist, I was fortunate to have taken reading courses, which make me realize just how much more more I needed to know about the development of reading. In my career, I have continued to grow professionally in this area, even while I have found it frustrating that teachers are not having the same opportunity and time to learn. In some respects, it appears that instructional leadership is looking for the next new thing and not considering just how research should be applied to instructional practices. 

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In my training as a school psychologist, I was fortunate to have taken reading courses, which make me realize just how much more more I needed to know about the development of reading. In my career, I have continued to grow professionally in this area, even while I have found it frustrating that teachers are not having the same opportunity and time to learn. In some respects, it appears that instructional leadership is looking for the next new thing and not considering just how research should be applied to instructional practices. 

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I love that so many of our teachers are being trained in Reading Foundations/Reading Research to Classroom Practice because a lot of teachers admit that they were never trained and do not feel comfortable teaching reading. I think we as continue to provide adequate training and support to our teachers, hopefully reading proficiency will increase.

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I agree with the research indicating that there is a gap between reading research and classroom practice. While studying to become a school psychologist, I had one reading course in which I received foundational knowledge in reading though most of what I know about reading today has resulted from my own pursuit to learn more about reading. There certainly is a need for training programs to address reading more in depth. I think all practitioners should have an understanding of the foundations and central concepts of reading in order to provide effective instruction to students. For practitioners/teachers who have already completed their training programs, professional development opportunities should be available within their districts to support their competence in teaching reading. Further, teachers should understand how current programs/curriculum teaches these concepts to their students.
-Ashley Ristau

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I agree research based interventions need to be implemented for struggling readers.  I feel that once interventions are available teachers need to be educated on how to implement the interventions.  Many times the resources are given to teachers but they are not given professional development.  There also needs to be  follow up professional developments on the resources to allow teachers the opportunity to  improve as the facilitator and   address concerns he or she may have..

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It is imperative that teachers receive quality training in order to meet the needs of our students. I think all teacher education programs beyond K-6 need a solid foundations
course so they can assist their struggling students with success.

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Totally agree about the effective intervention strategies and the impact that all-or-nothing "reading wars" can have on literacy instruction. Decoding accuracy, fluency, and comprehension must all be given equal value when delivering effective reading instruction.

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Totally agree about the effective intervention strategies and the impact that all-or-nothing "reading wars" can have on literacy instruction. Decoding accuracy, fluency, and comprehension must all be given equal value when delivering effective reading instruction.

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--Kelsey G.

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I agree that there is a gap between research and classroom implementation. Developing a clear understanding of the progression of skills is vital to building a strong foundation. Often, teachers who attend RRtCP admit that they were never taught the five big ideas of reading and how to teach these skills based on research.  

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I agree that there is a gap between research and classroom implementation. Developing a clear understanding of the progression of skills is vital to building a strong foundation. Often, teachers who attend RRtCP admit that they were never taught the five big ideas of reading and how to teach these skills based on research.  

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---Teresa A.

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We provide the training because the teachers do not get it in higher education! However, carryover, understanding how to differentiate based on the student and now just what you do for all, is difficult to put into practice. Coaching helps, but when there is one outlying student they do not go back to basics.

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Having attended teacher training school in 1994, I experienced the "Whole Language" era to its fullest.  During one of my first interviews for a teaching position, I was asked the question, "If you were teaching kindergarten, how would you teach a student to read?"  I totally froze.  I honestly did not know how to answer that question.  Bottom line:  my teaching degree did not prepare me to effectively teach reading.  How often is this the case with our fellow teachers?  Now that I am a Reading Specialist, I have undergone extensive training and I would know how to answer that question with a research-based answer.  However, teachers who have not had training in literacy (or math or behavior management) need ongoing professional development in order to effectively teach their students, especially those students who need intervention.
-Susan H.

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I think there are a lot of teachers out there who are vaguely aware of the research and have received some PD on it, but have never received explicit instruction on how to do the interventions. We expect our teachers to teach our students using explicit instruction because it is effective, but we have not provided instruction in this way to teachers. They often will know what the research says, but that does not mean that anyone has taught them how to then apply that in a concrete way to their classroom.
-Kersey M.

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All too often teachers rely on a “Google Search” or a prepared lesson that they’ve found on the internet. It looks easy. It looks fun and I didn’t have to prepare it! Yay me! Sometimes it’s forgotten to look at their actual students to answer the question, “Will this work for my demographic of students”.

Many do not have the appropriate skills or training to evaluate resources they find. The school instructional leaders should provide teachers with professional development on best practices in literacy instruction.

We also need to be consistent in our practices.  Change solely for the purpose of change is not effective. Teachers need to evaluate their students and use proven strategies in their classrooms consistently. They also need to give them time to work and evaluate their effectiveness before deciding to move on to the next strategy.
Amy S.

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Our school adopted Letterland several years ago for use in Kindergarten-2nd grades. Before Letterland, teachers were using old resources they were not trained on, and/or pieces of resources they found on Pinterest or TPT. We had low Dibels scores due to a lack of skills being taught, order taught, consistency of common language and characters, etc.  The use of Letterland has helped us to increase Dibels scores and improve student reading.  I teach Kindergarten and I love how Letterland teaches letter sounds, blends, and digraphs using fun characters, songs, and stories that students will remember.  It also teaches blending and segmenting in Kindergarten.  First and second grades build on these concepts using the same characters and strategies that students are familiar with.
-Kristy M.

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In year’s past I believe that lack of “knowing what the student knows” was an integral part of why students in the upper grades and in high school, have reading gaps.  Many districts jumped from one reading program to the next without truly understanding how to teach children to read and relied on substandard data which did not show skill gaps in reading. Many schools used programs which gave children points for reading rather than focus on the pedagogy of how to teach children to read and universities did a poor job in training students in how, what, and why to teach.  I believe that this mindset is slowing changing.  The struggle is that more than 20% of many grade levels are already behind, not because we don’t know how to teach them to read but the skill deficits coming into to pre-k are so massive that our early literacy teachers have so much to teach to so many.  Knowing and understanding the whole child is one of the first early interventions that we as educators can provide. Cathy W.

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I was not surprised by anything in this summary.  When new teachers arrive, I often see that they know how to plan "activities" but lack the skill set of putting actual research-based strategies into practice in the classroom.

We are fortunate to have a very skilled K-5 literacy coach in our district, so I know that our teachers are given opportunities to learn how to incorporate explicit and systematic instruction in the areas of phonemic awareness and phonics.  However, this becomes tricky when students arrive at the middle school and even high school level.  Teachers in these buildings do not have the skill set to teach students with these gaps.  If an intervention is to be effective, then the teacher providing the instruction must also be effective.  I think universities should be more aware of what our teachers are facing when they walk into classrooms and develop more courses to help teachers provide differentiated instruction and intervention for students who are performing significantly below grade level.  Obviously, this remains a national issue.

The point I feel is missing from this reading is that students need opportunities to engage in reading that is enjoyable.  The joy of reading should be at the center of our instruction.

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Having served at both the elementary and middle school level,  it is evident to me that middle grades teachers often times don't have the skill sets to meet the needs for such gaps.  While, I find it wonderful that so many resources are available to teachers to use and plan, the problem of how to determine which are researched and proven strategies that will improve student learning and decrease learning gaps.
Pam C

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I feel like NC is doing a good job of addressing this issue through the new Reading Foundations (RRtCP).  Some higher eds are using the RRtcP coursework in undergraduate reading classes.  It is promising that teachers will soon be coming into classrooms with this knowledge.  A current goal I have is to circle back around to staff who have already had Reading Foundations and provide booster sessions and updated PD to support classroom practice.

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Colleges can definitely help by providing explicit instruction for developing new teachers.  However, school districts have to ensure that older teachers receive the professional development needed to update their instruction.  Also, there needs to be support for school administration to engage in meaningful progress monitoring.  Principles can track growth using benchmarks and testing, but having an actual coach in place to help support the process from the beginning can ensure that teachers are doing what is best for kids from the beginning.
We are lucky that our school has allocated for positions specific to literacy coaching, so that teachers can get the support they need.
Another issue is that NC and many states are desperate for teachers.  So there is a delay in progression of some schools because the quality of the staff is not up to par, yet we don't want to constantly be replacing teachers who are not growing in their practice because we do not have a quality pool to draw new candidates from.  So working within the system to push teachers to continue to learn and grow and make sure they feel supported in that process becomes very important.

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I agree that teachers (and other decision makers) often don't have enough knowledge about "basic information critical to literacy instruction." Research based programs, such as Letterland which is used in our system, help to build in some of what has been missing.

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I agree that teachers (and other decision makers) often don't have enough knowledge about "basic information critical to literacy instruction." Research based programs, such as Letterland which is used in our system, help to build in some of what has been missing.

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I completely agree that the teacher education programs at the college level do not adequately equip budding teachers with the research base or strategies they need for effective teaching of reading.  I also agree that journals and other publications explaining such research are not easily accessible to teachers who are already in the field.  

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I completely agree that the teacher education programs at the college level do not adequately equip budding teachers with the research base or strategies they need for effective teaching of reading.  I also agree that journals and other publications explaining such research are not easily accessible to teachers who are already in the field.  

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As a special education teacher, I was prepared in college with various intervention strategies for students struggling with reading. However, I agree that our general education teachers are not provided (at the college level) with sufficient information to effectively teach students who are struggling with reading.

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Not only do teacher education programs fail to adequately teach future educators the research and best practices for teaching children to read, we fail by not providing professional development for our teachers for the same critical information. We assume all teachers know even the basics such as the difference between phonemic awareness and phonics. And even if K-2 teachers know the difference, it's imperative for 3-5 teachers to know this as well! They too are reading teachers! All teachers K-12 must consider themselves teachers of reading!

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The Gap between Reading Research and Practice

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The Gap between Reading Research and Practice

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Wow! This little one and a half pages has so much to think about! How do we get pre-service teachers the grounding in reading research that is needed to guide them as they enter our classrooms and begin teaching reading to our students? Then, how do we support them in schools to grow them to be the reading teachers that our kids need? There is so little time for PD in our schools and I truly believe that coaching makes a huge difference – real coaching! In a small district such as Stokes, our coaches serve 2-3 schools. How much coaching can really go on when you are only in a school for 1-2 days a week – 3 days at the most? We have to find a way! And while I do not believe that “programs” are the answer  in most cases, I do think that we need something like Fundations to provide that intensive and systematic instruction in the reading foundational skills. These programs are so expensive that they are cost-prohibitive in small districts such as mine. So much food for thought! Can’t wait to use this valuable resource!

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With such a plethora of reading programs and reading research available, the frustrating part for teachers and administrators is the conflicting research about the "right" way to teach reading. It is difficult for teachers to follow any program word for word, and not truly recommended. But it is just as difficult for them to have too much freedom without some structure. Teachers truly just want to support students, but it would be beneficial to have the time to find the best practices, and to have time to read and implement them across varied student needs. Time is just as sacred in our classrooms and during the school day, so it was interesting to watch the video on "Recommendation #3: Provide Systematic Teaching" and see the discussing regarding time for interventions. The decreasing number of support personnel also makes for a challenge. It was reassuring in the article to continue to see the emphasis on explicit and systematic phonics instruction, as our district move to Letterland K-2 in all elementary schools a year ago. We hope to begin to see true impact in the coming years, and this article certainly supports that.

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I think we all agree that it would benefit our teachers to receive more instruction on how to teach reading, but that change in the college system will take a significant amount of time. With this known, I think the use of standard protocols for how we develop our teachers and maintain their level of professional development is paramount. It is almost impossible for each teacher to become the reading specialist that is required to design C/I for their classroom from the ground up, which is why those "off the shelf" materials can assist them greatly, IF they are chosen to meet the needs of the students AND the district provides professional development and coaching to support them in learning new materials, instructional techniques and data collection and analysis.

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Our students are not getting the most up-to-date education in schools due to inefficient systemic implementation of research based interventions. First, someone does the research and then they have to convince education policy writers to implement who then have to convince colleges to teach it to teachers who then have to find a job and teach it in the classrooms. Yes, I see how that could take 20 years. There has to be continued pushes of professional development with sustained implementation support. But that can cost money that many systems and states are unable to afford. Eventually that's what it comes down to, money. Our kids miss out because of it.

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Gap between reading research and practice- Lisa Giarmono

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Gap between reading research and practice- Lisa Giarmono

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The first gap is with Colleges/ Universities and the working world. A reading foundations class would be beneficial. Our district has made that training available.

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After reading through the text I can clearly see the necessity of focusing on phonemic awareness. As a previous elementary principal I feel strongly that we need to be careful about dropping off this practice too early with our young readers. Even with my own children, I moved away from this focus quickly to focus on the written comprehension to advance to the next level in mClass. I also was interested in the orthographic mapping to build the immediate recognition of more vocabulary.

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One of the reasons I love the MTSS framework is that it takes us back to plain old good teaching. We have gone through so many initiative and programs that we have forgotten the importance of good, strong CORE instruction. The gaps highlighted in this article are seen in my school. As we work to get all classrooms on board with similar instructional vocabulary or programs (Fundations in our case), it becomes evident that many teachers lack the basics in reading instruction. Not because of a weakness they have, but simply to a lack of knowledge either from their prep programs or the limited accessibility to research. Thus, what we are finding is that we are trying to learn-as-we-go. It is difficult and messy, but better than nothing!

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It seems imperative that our MTSS leadership teams must find ways to close the gap between research and practice by looking for ways to provide access to the research, and assist our teachers in putting this research into practice. Effective PLC's would be a place to start.

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Haywood MTSS Team:    We spend a lot of time and money preparing new (out-of-college) teachers in this research.  It would provide some help if the implementation of this research based training came prior to employment.  This is evidenced by some of these new teachers not passing Pearson's foundation of reading test.

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Haywood MTSS Team:    We spend a lot of time and money preparing new (out-of-college) teachers in this research.  It would provide some help if the implementation of this research based training came prior to employment.  This is evidenced by some of these new teachers not passing Pearson's foundation of reading test.

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Research-based interventions are key in closing the gap. However, it is extremely difficult to sift through everything out there for teachers, and to know which interventions to choose. I would think a more systematic approach with perhaps a consistent support structure would be better in ensuring students' growth and progress.

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As reflective practitioners, we need to be constantly seeking up-to-date research and analyzing the findings to see if the approach fits the reality of our particular school and student groups. There is clearly a strong link between students learning phonics at an early age and their success in reading. One issue that arises often is that the teaching of phonics and reading rests on the English teacher or is confined to the English lesson. Each subject and teacher of that subject needs to be have phonics and vocabulary as part of the lesson.

Another issue is the one size fits all approach. We often seem to forget that students develop at different paces in different subjects. Some students are able to read at a 9th grade level in 6th grade, while others are only just reading at a 6th grade level. Individualizing curriculum to match the teaching to the student's current level and interest will help to engage students in reading practice relevant to them.

So rather than teachers becoming more skillful at teaching reading, teachers need to become more skillful at differentiation and understanding each students individual progress and development.

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From my experience as a former HS teacher, now a HS principal, most HS teachers were not taught how to teach literacy skills to students. HS English teachers often how some of those skills, but not always, as their strengths may lie more with interpreting texts and teaching students how to draw conclusions, analyze, etc. HS teachers tend to be specialists in their content area, but do not necessarily know how to help students who struggle with phonemic awareness or other specific early literacy deficits. That is the greatest challenge for HS teachers, especially those outside of the English department.

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The Gap between reading research and what happens in the classroom should be closed through teacher education programs but also through PD offered by school districts.  Teachers leave a variety of teacher ed. programs with all sorts of research based teaching strategies but it is essential that school districts offer continuous training to ensure the most up to date research is in teachers' hands a

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The Gap between reading research and what happens in the classroom should be closed through teacher education programs but also through PD offered by school districts.  Teachers leave a variety of teacher ed. programs with all sorts of research based teaching strategies but it is essential that school districts offer continuous training to ensure the most up to date research is in teachers' hands a

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Having only graduated from college a little less than 2 years ago, I can certainly attest that there is a lack of reading research exposure in university teacher programs. Although given numerous research opportunities to college students, many students, like myself, may choose to focus on a math related topic or student motivation, etc. There is no guarantee that the teacher candidate will specifically study reading research. Going into my teaching career, I also noticed a lack of confidence in teachers as they used various reading programs and reading interventions. Teachers want to do what is best for their students, and want to support their struggling learners, and I believe that if they were given such research, they would dive into intervention with greater confidence, and most likely greater success.

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I absolutely agree with the findings that Dr. Felton wrote about in this article.  I have seen the “Reading Wars” happen over the last 24 years.  Educators at all levels especially those that believe “literacy” is only found in an ELA classroom are not adequately trained or at even know there is a problem.  After reading the article there were several key items I needed to look at more closely such as the difference between phonemic and phonics.  

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I absolutely agree with the findings that Dr. Felton wrote about in this article.  I have seen the “Reading Wars” happen over the last 24 years.  Educators at all levels especially those that believe “literacy” is only found in an ELA classroom are not adequately trained or at even know there is a problem.  After reading the article there were several key items I needed to look at more closely such as the difference between phonemic and phonics.  

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I think we are realizing that it is necessary to include all the components of reading in our instruction and the swinging of the pendulum from one distinct side to another has not worked for students. As much as educators understand all of this, they are struggling with the wide array of information and resources to choose from. Also, with the ever changing world of research, the resources are constantly changing which leaves educators with an extreme amount of work because they constantly have to change their interventions. The most difficult part of this is the dilemma of not being supplied with anything from the school or district which leaves educators with the task of finding and paying for needed resources for instruction.

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Given the knowledge of the importance of phonological awareness, phonemic awareness, and reading connected text, schools need to find time in the busy day to provide this direct, explicit, intensive and systematic instruction in these areas for the students that have these foundational gaps.  Often, the time for these intensive sessions are cut short for other "grade-level" curriculum tasks.  Finding an intervention time can be difficult with the amount of curriculum that teachers are expected to cover.  It is so important to try to bridge these gaps early because it becomes increasingly difficult as students reach upper elementary and middle school grades.

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I agree as well. All teachers and game players must be on the same page and offer consistency in order to be effective. Intervention time can be difficult to find in a high school setting since the kids will miss other instruction to go to intervention. There are many items that I feel should be looked into before using interventions. Education for using the interventions and consistency is important. 

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I agree as well. All teachers and game players must be on the same page and offer consistency in order to be effective. Intervention time can be difficult to find in a high school setting since the kids will miss other instruction to go to intervention. There are many items that I feel should be looked into before using interventions. Education for using the interventions and consistency is important. 

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I think it has always been a struggle in schools to actually implement the interventions. When we get to the higher grade levels, it gets even more difficult to implement interventions. I think there needs to be more of a focus on the process of implementation in high school and add more resources in that level to assist teachers. I think there is too much of a focus of students earning credits and moving on that specific skills might not be mastered.