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"Just about all children can be taught to read and deserve no less form their teachers. Teachers, in turn, deserve no less than the knowledge, skills and supported practice that will enable their teaching to succeed." 

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"Just about all children can be taught to read and deserve no less form their teachers. Teachers, in turn, deserve no less than the knowledge, skills and supported practice that will enable their teaching to succeed." 

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(Louisa Moats, 1999, p. 26)

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33% of U.S. High School Students do not read a book after high school

56% of young people report reading fewer than 10 books a year

19% of high school graduates are unable to read

http://literacyinc.com/about-us/

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"The link between academic failure and delinquency, violence, and crime is welded to reading failure." 

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"The link between academic failure and delinquency, violence, and crime is welded to reading failure." 

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U.S. Department of Justice

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85% of all juveniles who are involved in the criminal justice system are functionally illiterate

More than 60% of all inmates in the U.S. can't read beyond a 4th grade level

Inmates have a 16% chance of returning to prison if they receive literacy help, compared to a 70% chance if they receive no help

http://www.begintoread.com/research/literacystatistics.html

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Coffee, G., Newell, M. L., & Kennedy, A. S. (2014). Supporting collaborative efforts in
implementing evidence-based reading interventions: The role of online
databases. Journal of Educational & Psychological Consultation, 24(2), 81-95.
Moats, L.C. (1999). Teaching reading is rocket science: What expert teachers of reading should know and
be able to do. Washington DC: American Federation of Teachers, (Item no. 372).
Moats, L. C. (2014). What teachers don't know and why they aren't learning it: Addressing the
need for content and pedagogy in teacher education. Australian Journal of Learning
Difficulties, 19(2), 75-91.
National Assessment of Educational Progress, (2017). NAEP reading report card. Retrieved from
https://www.nationsreportcard.gov/reading_2017/#nation/scores?grade=4
National Reading Panel. (2000). Teaching children to read: An evidenced based assessment of
the scientific research on reading and its implications for reading instruction. Bethesda,
MD: The National Institute of Child Health and Human Development, National Institute
of Health. Retrieved from
https://www1.nichd.nih.gov/publications/pubs/nrp/Pages/smallbook.aspx
Shanahan, T. (2014). Educational policy and literacy instruction: Worlds apart? Reading
Teacher, 68(1), 7-12.

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Next Steps/ Future Direction of Research

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Next Steps/ Future Direction of Research

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While there are many articles focused on the potential drawbacks of the Common Core State Standards (CCSS) as they relate to reading instruction, more research is needed to understand how aspects of the CCSS align with and support the use of BPRI.

There is a large body of research indicating that pre-service teacher programs do not adequately teach student teachers about language structures and reading development. More research is needed on what components of teacher training programs increase this knowledge. Further, more research is needed on what types of professional development programs positively influence the use of BPRI.

Finally, while there is an established base of research that supports BPRI, more research is needed to identify curriculum programs and pedagogical practices that effectively operationalize research base practices in the classroom, and result in better reading outcomes for struggling readers.

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Best Practice Reading Instruction (BPRI): Instructional practices that are based on scientific research and include the five pillars of effective reading instruction established by the National Reading Panel in 2000.

Common Core State Standards: Shared standards developed by the federal government that have been adopted by 46 states and prescribe what students should be taught in each grade.

Effective Implementation of BPRI: Research based reading instruction that results in improved reading outcomes for students.

Federal Education Policy: Public policy emanating from the federal government that includes mandates and directives about what skills students should learn

Five Pillars of Effective Reading Instruction: Phonemic awareness, phonics, fluency, vocabulary and comprehension

Literacy: The ability to read, write and understand print

National Reading Panel (NRP): A group of reading scholars impaneled by Congress in 1997 to determine how students should be taught to read based on the existing scientific research

Research Based Instructional Practices: Instructional practices based on findings from peer reviewed research

Variables in the Educational System: Variables that operate in the education system that influence teachers' instructional practices

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Variables in the Education System that Influence Implementation of Best Practice Reading Instruction

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Variables in the Education System that Influence Implementation of Best Practice Reading Instruction

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Maria Toglia
Drexel University
EDUC 815
Summer 2018

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Teachers in our society have the enormous responsibility of teaching students the skills they need to live productive lives. The ability to read drives success in school since it is the foundation upon which knowledge, critical thinking and problem solving are built. Reading failure is linked to school drop out, involvement in the criminal justice system, and poverty. In order to provide teachers with the training and support they need to effectively teach students to read, it is necessary to understand how relevant variables operating in the education system affect the implementation of BPRI. Exploring how federal policy, teacher preparation and curriculum/pedagogy influence teachers' instructional practices will provide insight into what changes need to be made in the educational system to better facilitate teachers' ability to effectively implement BPRI.

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Children in the United States perform below grade level in reading at an alarming rate. The most recent information form the National Assessment of Educational Progress (2017) indicates that 63% of fourth grade students and 64% of eighth grade students have not achieved proficiency in reading. Despite a well established research base that has determined how children should be taught to read (National Reading Panel, 2000), effective implementation of BPRI is often elusive. Currently, many teachers are under pressure to align their teaching to federally prescribed Common Core State Standards (CCSS) that provide no guidance about how to address struggling readers. At the same time, teachers must utilize research based instructional practices that require special expertise in language and reading development, however, many teachers are not provided with adequate training to prepare them for this specialized instruction (Moats, 2014). Finally, there is often a gap between the research base and the curriculum and pedagogy  utilized in the classroom (Shanahan, 2014). Understanding how federal education policy, teacher preparation, and curriculum and pedagogy affect the implementation of BPRI is essential for helping teachers' increase their efficacy in teaching students to read.

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The purpose of this research is to better understand how federal policy, teacher training and curriculum/pedagogy influence the implementation of BPRI by teachers so that specific research questions can be generated for further study. A better understanding of how these variables affect PBRI will help guide efforts to make appropriate changes in the education system that support teachers' ability to deliver effective reading instruction.

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The ability to read is a fundamental skill that allows children to actively engage in their learning and benefit from instruction in the classroom. Some children are able to develop reading skills through exposure to text and general instructional techniques. Many students, however, require explicit and systematic instruction to learn how to read and understand text (Coffee, Newell & Kennedy, 2014). Teachers who are responsible for teaching children to read must be able to effectively implement best practice reading instruction (BPRI) in the classroom so that all students develop the reading skills they need to support their learning across the curriculum.

Teachers' ability to effectively implement BPRI is influenced by many variables, including teacher characteristics that are unique to the individual, student characteristics, and other factors operating in the larger education system. Three variables in the education system that directly influence the way teachers apply BPRI in the classroom include:

Federal education policy mandates that dictate what skills students should learn

Teacher training in preservice course work and professional development

Curriculum and pedagogy applied in instructional practices

Together, these variables affect what teachers must focus on teaching in the classroom, the knowledge base they operate from during instruction, and the instructional methods used to teach reading.

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What aspects of current federal education policy align with and support the implementation of best practice reading instruction?

What components of teacher preparation predict effective best practice reading instruction?

What are the components of professional development (or pre-service teacher training) programs that result in the effective implementation of best practice reading instruction?

What reading curriculum programs and pedagogical practices result in the effective implementation of best practice reading instruction?