Translating Reading Science into Practice--Foundational Reading Instruction in Public Elementary Schools: Findings from the Spring 2024 American Instructional Resources Survey. Research Report. RR-A134-28
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| Title: | Translating Reading Science into Practice--Foundational Reading Instruction in Public Elementary Schools: Findings from the Spring 2024 American Instructional Resources Survey. Research Report. RR-A134-28 |
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| Language: | English |
| Authors: | Anna Shapiro, Laura Bellows, RAND Education and Labor |
| Source: | RAND Corporation. 2025. |
| Availability: | RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation Charles and Lynn Schusterman Family Philanthropies Walton Family Foundation |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Higher Education Postsecondary Education |
| Descriptors: | Reading Instruction, Public Schools, Reading Achievement, Reading Improvement, State Legislation, Educational Policy, Educational Change, Elementary Education, Age Differences, Teacher Background, Elementary School Teachers, Preservice Teacher Education, Faculty Development, Phonics, Reading Fluency, Phonemic Awareness |
| DOI: | 10.7249/RRA134-28 |
| Abstract: | Improving the reading achievement of U.S. students is a long-standing challenge, and there is a growing recognition that some prevalent methods of early reading instruction might be drivers of low reading achievement. In response to low reading test scores and an increasing body of scientific knowledge on how young children learn to read--the "science of reading"--more than 40 states have passed legislation requiring that reading instruction take this new knowledge base into account. In this report, the authors use nationally representative data from the American Instructional Resource Survey collected in spring 2024 to explore how policies embedded in these laws that are intended to reform reading instruction--curriculum and instructional requirements, preservice training requirements, and professional learning requirements--are associated with elementary teachers' reading instructional practices. The authors also explore how these practices vary by grade taught and teacher experience. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED672428 |
| Database: | ERIC |
| Abstract: | Improving the reading achievement of U.S. students is a long-standing challenge, and there is a growing recognition that some prevalent methods of early reading instruction might be drivers of low reading achievement. In response to low reading test scores and an increasing body of scientific knowledge on how young children learn to read--the "science of reading"--more than 40 states have passed legislation requiring that reading instruction take this new knowledge base into account. In this report, the authors use nationally representative data from the American Instructional Resource Survey collected in spring 2024 to explore how policies embedded in these laws that are intended to reform reading instruction--curriculum and instructional requirements, preservice training requirements, and professional learning requirements--are associated with elementary teachers' reading instructional practices. The authors also explore how these practices vary by grade taught and teacher experience. |
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| DOI: | 10.7249/RRA134-28 |
