Presenter(s)

• Mallory Randall, Teacher Perceptions and the Science of Reading, University of Dayton
• Elana Bernstein, Assistant Professor, University of Dayton

Abstract

Pre-service teachers in Ohio may complete their training programs with inadequate skills for teaching reading. Although teachers may participate in observations, in service sessions and professional development on the science of reading, few opportunities exist or teachers to use this knowledge in practical experiences. Using data from personal interviews of ten teachers in Ohio, this study offers a deeper understanding of teachers’ perceptions in Ohio and the science of reading. Findings suggest inconsistencies in teachers’ perception of their understanding of the science of reading and how best to support them in their teaching practices, regardless of their years of experience. Implications regarding how to support teachers and how best to infuse the science of reading into their teaching of reading are discussed.