New teachers aren’t always sure how to apply what they learn in the university to their own classrooms. A tiered program of support, modeled on RTI, can meet them where they are as they teach reading and literacy skills.

The science of reading is a hot topic in education today. Much has been written about what the science of reading is, the critical need for it, and strategies for using it to teach reading. The May 2022 Kappan, which focused on literacy education, included a wide range of voices from the field discussing different aspects of the topic. And the APM Reports podcast Sold a Story, hosted by Emily Hanford, has brought the topic to the attention of those outside education.

In essence, the science of reading suggests that students who are learning to read need instruction grounded in scientific evidence (Petscher et al., 2020), including practice in five foundational components of literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Institute of Child Health and Human Development, 2000). Some contend that teacher preparation programs are not teaching the science of reading to the next generation of teachers (Crowe & Howard, 2020; Hanford, 2018). However, research indicates that preservice teachers do grow in their understanding of the science of reading during their teacher preparation programs (Al Otaiba & Lake, 2007; Englert et al., 2020; Hudson et al, 2021; Spear-Swerling & Brucker, 2003; Washburn et al., 2016). The problem is that they struggle to translate the theoretical knowledge they learn in the university into the practical skills they need in the classroom (Tortorelli, Lupo, Wheatley, 2021). For this reason, many teachers need additional training.

Unfortunately, the type of professional development provided in schools often lacks the intensity and duration needed to generate genuine learning. Some experts suggest that an increase in the amount of training (McMahan, Oslund, & Odegard, 2019) and the coupling of knowledge with practice (Ehri & Flugman, 2018; Englert et al., 2020; Hudson et al., 2021) can yield greater results. What types of professional development do university graduates need as they transition to the classroom to succeed in teaching the science of reading?

Preservice teachers’ knowledge of literacy components

When I began teaching literacy methods courses to preservice elementary teachers in 2016, one of the first things I noticed was how much the course emphasized phonics and phonemic awareness. Having been trained as a reading specialist many years earlier, I was surprised at the level of content knowledge in phonics and phonemic awareness that was required for preservice teachers to pass the state’s literacy exam.

After my first semester, however, I saw that, while the course provided direct instruction in all of the foundational components of the science of reading, phonics and phonemic awareness were the two that challenged preservice teachers the most. This explained why the department had placed such an emphasis on these components and even required students to pass a benchmark exam in phonics and phonemic awareness. I decided to ask the students themselves about their experience with learning about the key components of the science of reading and their preparedness to use that content in their future classrooms.

From spring 2018 through fall 2019, I surveyed students at the beginning and end of the semester, asking them to rate their level of understanding of the five components of reading. In addition, students took a questionnaire regarding their experience learning about the science of reading. Over four consecutive semesters, I collected data from 241 preservice elementary education and special education teachers in their sophomore or junior year of a teacher preparation program.

The survey used a Likert scale on which students rated their knowledge on a scale of one to four, with one representing minimal knowledge, two indicating moderate knowledge, three being a very good level of knowledge, and four representing expert knowledge. Preservice teachers consistently ranked their knowledge of phonemic awareness and phonics the lowest. While mean scores increased from the beginning to the end of the course, the order of perceived difficulty remained the same (see Figure 1). I was intrigued by these results, particularly because we spent more time on phonics and phonemic awareness than the other components of reading.

While preservice teachers grew in their understanding of all components of the science of reading, they felt their knowledge of phonics and phonemic awareness was inferior to their knowledge of fluency, vocabulary, and comprehension. Additionally, nearly one-third of the preservice teachers felt they needed more training in phonics skills before teaching it. How would they receive extra preparation? They were completing the required literacy methods courses for their degree program. Would they receive the needed training as part of their teacher induction, a mentor program, or in-service professional development? How could the schools they would enter meet them where they are and give them the practical support they need in order to use what they had learned?

Applying RTI to professional development

Just as K-12 students need differentiation, so do new elementary teachers. The tiered response to intervention (RTI) model is widely used across the United States to support K-12 students. The RTI model provides a safety net to prevent student failure by ensuring that all students receive essential instruction and that students who need additional support are able to receive it quickly. Could a similar model of support prevent first-year teacher failure in teaching literacy?

Multitiered systems of support have been successful in training and coaching teachers in areas such as classroom management (Simonsen et al., 2014) and student behavior disorders (State et al., 2019). Following this format, I designed a tiered support structure to assist new elementary teachers in the science of reading as they move from the university to the classroom. Figure 2 illustrates a structured, tiered model of support to meet first-year teachers where they are in their learning of the science of reading and move them forward in their professional learning. The recommended list of supports at each tier is neither exhaustive nor conclusive, but it provides a model for school leaders to follow in providing differentiated professional development to teachers in the critical areas of phonics and phonemic awareness. While the model was designed with new teachers in mind, it could be adapted for veteran teachers who are new to the science of reading.

Tier 1: Universal support

In Tier 1, all first-year teachers receive universal support to build on their preservice understanding of the science of reading.

Support should begin with school leaders’ awareness of the challenge preservice teachers may have in teaching phonics and phonemic awareness. This awareness helps leaders develop empathy for first-year teachers and prompts principals, literacy coaches, and mentor teachers to take steps to address potential challenges.

School leaders also can support first-year teachers by creating a culture of collaborative learning. A collaborative learning culture allows new teachers to speak openly about the challenges they experience with phonics and phonic awareness without fearing judgment about a potential deficit. In such a culture, teachers are able to discuss and reflect on their individual learning (Bennett & Bromen, 2019) and on their teaching in the classroom (Darling-Hammond & McLaughlin, 2011).

While preservice teachers grew in their understanding of all components of the science of reading, they felt their knowledge of phonics and phonemic awareness was inferior to their knowledge of fluency, vocabulary, and comprehension.

Schools can support all first-year teachers by providing ongoing professional development in the school’s literacy curriculum and research-based strategies for teaching phonics and phonemic awareness. The training should address the needs of the individual teacher, continue over time, and include opportunities to apply the newly learned information (Wasik & Hindman, 2011). Regarding the literacy curriculum, new teachers need guidance on the scope and sequence, developing lessons using the curriculum, and the school’s expectations for implementing the curriculum with fidelity. If a new teacher graduates from a teacher preparation program with an initial understanding of how to teach reading but enters a school without a solid curriculum or without professional development in how to use the curriculum, that teacher will struggle to teach literacy effectively. Leaders at all levels need to do more to bridge the gap that currently exists between literacy knowledge taught in the university and daily literacy practices in local schools (Solari, 2020).

Another Tier 1 support that all new teachers need is access to a specialized literacy professional (i.e., reading specialist or literacy coach) and a grade-level mentor who can answer questions about the curriculum and offer advice on planning instruction. Rita Bean’s (2015) work highlights the significant role specialized literacy professionals have in supporting new teachers in teaching reading. Both the literacy coach and the mentor should communicate with the new teacher about when they are available to offer support and answer questions, as new teachers may be hesitant to reach out for assistance.

In addition to human resources, first-year teachers should have access to a variety of resources to enhance reading instruction. These include decodable texts, phonics games, or multisensory materials. Teachers also benefit from materials to supplement their own learning about phonics and phonemic awareness. For example, a teacher resource center with professional books, literacy journals, and online resources can enhance new teachers’ continued learning.

Tier 2: Small-group support

While universal support benefits all, some first-year teachers, like some K-12 students, will benefit from opportunities to continue learning in small groups. RTI models often cite 15-20% as the typical percentage of students in need of Tier 2 supports; however, a greater number of first-year teachers may profit from Tier 2 work. A teacher’s participation in Tier 2 support programs can be based on self-identification or invitation from a school leader.

Considering the limited amount of time first-year teachers have, a principal, literacy coach, or grade-level leader should take the lead in setting up the group and planning meetings. Keeping these opportunities flexible and non-regulatory will minimize stress for first-year teachers. Small groups can extend beyond the first year of teaching.

The small groups can take on a variety of forms. A literacy support group, for example, is a safe space for new teachers to share teaching experiences with other teachers. Literacy support groups can be standing groups, which meet at the same time with the same participants, or they can be more flexible. They can be organized by grade levels, areas of interest, or specific needs. The leader can be an experienced mentor teacher or a literacy coach. At times, it may be beneficial to include veteran teachers who struggle with teaching phonics and phonemic awareness or veteran teachers who are experts. Both can offer differing perspectives and expand the discussion with real-life examples.

Book studies are an excellent opportunity for professional development in a small group. First-year teachers can grow with others as they read a newly released title or a timely treasure. Some suggested titles for book studies related to phonics and phonemic awareness include A Fresh Look at Phonics by Wiley Blevins, Equipped for Reading Success by David Kilpatrick, Shifting the Balance by Jan Miller Burkins and Kari Yates, and Speech to Print by Louisa Moats. Book studies can use whatever structure works best for the group, but they typically include a series of meetings where group members discuss individual chapters together.

In literacy roundtable discussions, members read from a variety of journals, both practitioner-based and research-based. A specialized literacy professional familiar with the body of literature on phonics and phonemic awareness can suggest articles for teachers to read and can lead monthly discussions based on the selected articles. Some suggested literacy-focused journals from which to select articles include The Reading Teacher, Reading Research Quarterly, Literacy Today, Literacy Research and Instruction, and Journal of Literacy Research. Online reading material is available from Reading Rockets (www.readingrockets.org) and the Reading League (www.thereadingleague.org).

Tier 3: Individual support

Some first-year teachers will require or may want more intense intervention beyond Tier 1 and Tier 2. In this case, schools can provide opportunities for individualized support. In the RTI model, approximately 5% of students need intense intervention. However, as with Tier 2, the number of teachers needing Tier 3 supports will most likely be higher. School leaders identify which teachers need Tier 3 intervention through lesson observations, but teachers also may request some of the supports themselves.

At the Tier 3 level, teachers who struggle with teaching phonics and phonemic awareness will benefit from individualized coaching from a trained literacy expert. While a reading specialist or literacy coach should be available to all as a Tier 1 support, some new teachers will need more support. One helpful strategy is for the literacy expert to observe the new teacher teaching phonics and phonemic awareness, discuss the observation, and provide specific recommendations for improvement. Intense, one-on-one coaching can provide the targeted feedback that a first-year teacher needs, particularly when implementing the school’s literacy curriculum. This type of coaching arrangement is beneficial professional development for both the new teacher and the expert (Darling-Hammond & McLaughlin, 2011).

Principals can support these teachers who need assistance beyond the Tier 1 and 2 level by providing release time for them to observe expert literacy teachers as they instruct students. Pre- and post-observation conferences with the expert can maximize the teachers’ learning from the lesson observation.

Workshops, conferences, and special trainings can be a source of inspiration for all teachers, including new ones. Funding for attendance at local, state, and national gatherings where new teachers can connect with other literacy teachers and hear from experts motivates new teachers to learn and grow. Being a part of a professional community outside school can be a powerful tool for professional growth (Darling-Hammond & McLaughlin, 2011).

A replicable model

As preservice teachers finish their coursework and enter the first year of teaching, they will benefit from supportive principals, literacy professionals, and expert mentor teachers who will build on the foundational knowledge of the science of reading they received at the university level. A tiered model of support can bridge the gap from the university to the classroom, ensuring that all students have a teacher who is equipped in the foundational components of reading.

I’ve focused on how a tiered model can support new teachers in the science of reading. However, this system can be replicated with any area of instruction in which teachers have differing levels of understanding and varied support needs. Furthermore, a tiered system is not limited to first-year teachers. Teachers at all levels of experience may benefit from similarly tiered support when implementing new strategies or curricula or refreshing their skills. A tiered model respects teachers as learners and provides relevant, personalized professional development that acknowledges different teachers’ needs.

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This article appears in the February 2023 issue of Kappan, Vol. 104, No. 5, pp. 38-43.