Examining the small-group reading instruction of K-5 teachers who completed science of reading-aligned professional development

Bibliographic Data

ID22417181
AuthorsAlicia A Stewart (0000-0001-6770-5046, University of North Carolina at Charlotte, corresponding author), Paola Pilonieta (University of North Carolina at Charlotte), Erin K Washburn (0000-0001-6321-942X, University of North Carolina at Charlotte), Brittany S Hart, Brittany Hart (University of North Carolina at Charlotte)
Year2026
Publication date2026-06-08
Open AccessYes
TypeARTICLE
VenueReading and Writing (JOURNAL)
Journal identifiersISSN: 0922-4777 • E-ISSN: 1573-0905
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11145-026-10862-w
OpenAlexW7163805053
LanguageEN
References cited46

This study examined the K-5 reading instruction of teachers who completed LETRS professional development. Using an exploratory video analysis tool called the RIVOT, researchers examined the frequency of several instructional practices across all five components of reading along with lesson quality. Researchers also investigated potential differences of implementation across grade levels and reading ability levels. Findings indicate that although most teachers successfully utilized explicit instruction and modeling along with several research-based instructional practices across reading components, some still engaged in problematic practices (e.g., using context or images to support word reading). Practical differences were observed across grade levels and ability levels; however, no differences were statistically significant.

Cognitively Guided Instruction · Exploratory research · Faculty Development · Literacy · Professional development · Psycholinguistics · Teaching method · Cognitive and developmental aspects of mathematical skills · Reading and Literacy Development · Science Education and Pedagogy

Tools

Open DOIOpen Access