There is a need for teachers in 4–12th grade to possess strong foundational reading skills to support older students who persistently struggle with reading. The present study examined novice, 4–12th grade teachers’ knowledge of foundational reading skills and their perceptions of and beliefs about teaching reading using the Survey of Reading-Related Knowledge and Perceptions. Participating novice teachers (n = 333) included elementary general education teachers (n = 113), special education elementary teachers (n = 120), secondary general education teachers (n = 73), and special education secondary teachers (n = 27). Survey data were analyzed using descriptive and inferential statistics. Results indicated that novice teachers, on average, scored below 50% on reading-related knowledge items. Novice teachers, on average, self-reported higher scores for their beliefs and perceived ability to teach reading than their actual knowledge of foundational reading skills. Implications for supporting novice teacher knowledge related to foundational reading skills are provided.

Teacher preparation programs (TPPs) can equip pre-service teachers (PSTs) with skills to implement evidence-based reading interventions with fidelity by engaging PSTs in carefully designed clinical experiences with feedback via coaching. To individualize support and facilitate a responsive approach to feedback centered on PSTs’ levels of fidelity, first, this study examined the impact of a multilevel coaching intervention on PSTs’ fidelity of implementation of an evidence-based reading intervention during a tutoring clinical experience. Second, this study examined PSTs’ perceptions of the feasibility, effectiveness, and future impact of the multilevel coaching intervention. Results of a single-case, multiple baseline across participants design indicated a functional relation between the multilevel coaching intervention and PSTs’ fidelity, inclusive of both structural and process dimensions. Furthermore, PSTs found the multilevel coaching intervention to be socially valid, indicating the intervention was feasible, effective, and impactful on their future teaching experiences. Major implications for teacher preparation and coaching support include (a) providing PSTs with authentic clinical experiences, inclusive of coaching support, when implementing EBPs; (b) viewing fidelity as a multidimensional construct that can inform coaching support and teacher practices; and (c) enhancing TPPs with experiences that impact PSTs’ perceptions about their own ability to teach reading.

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.