Ensuring every child learns to read requires well-prepared teachers with deep knowledge of evidence-based literacy instruction. Teacher preparation is a critical component of any statewide initiative to strengthen students’ reading proficiency. The professional learning that in-service teachers receive can quickly dissipate as these teachers retire, if pre-service teachers aren’t also getting aligned training. By embedding evidence-based literacy content and instructional knowledge within teacher preparation, states can ensure that future teachers are equipped with the knowledge and skills to support early readers as soon as they enter the classroom, leading to improved literacy outcomes for students.
This report explores preliminary outcomes of Deans for Impact (DFI)’s comprehensive foundational literacy skills instructional support for educator-preparation programs (EPPs) in our Early Literacy by Scientific Design (ELbSD) Network. The ELbSD Network demonstrates a scalable, data-driven approach to strengthening pathways into teaching and equipping future teachers with the knowledge and skills to strengthen early elementary students’ reading skills.
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