District Administrators:
What Teachers Know
(and Want to Know)
About the Science of Reading
CHALLENGE:
Establish science of reading-based professional learning and literacy instruction that yields measurable, systemic, and long-term results.
SOLUTION:
Lexia® LETRS® and Lexia Aspire® Professional Learning
How Informed District Administrators Empower Their Teachers
Informed district administrators are critical for literacy development—they know how to listen to the needs of their school administrators and teachers, then use that knowledge to deliver the right solutions for everyone.
This recent survey provides insights into teachers' thinking about the science of reading, its implementation, and professional learning opportunities, allowing district administrators to make knowledgeable choices to support their needs.
Survey Insights
The largest group of respondents were classroom teachers (42%), followed by interventionists/specialists (18%) and other roles like ESL/ELL teachers and instructional coaches (12% each).
Current Teacher Knowledge
Science of Reading Familiarity
41% are very familiar.
65% have some understanding.
15% are not familiar at all.
IMPLICATION: These results indicate that a professional development focus should include a broader audience to ensure alignment across all roles, including special education.
Teacher Preparedness
Preparedness to Implement Science of Reading-Based Instruction
is the average teacher preparedness score on a scale of 1–5.
of respondents agree that accessing relevant professional development would enhance their career growth.
IMPLICATION: There’s a strong interest in professional learning among teachers, which supports the need for ongoing, structured training in science of reading instruction. Administrators want to provide this support for their teachers.
Teacher Burnout and Lack of Professional Development
Over 53% of respondents believe a lack of professional development contributes to teacher burnout.
IMPLICATION: This response underscores the importance of offering regular, high-quality professional development to improve teacher joy and increase the retention of exceptional teachers.
of respondents strongly believe professional development enhances career growth.
Impact of Science of Reading Instruction
Responding educators saw a clear connection between science of reading instruction, their professional growth, and their students’ success.
For teachers:
reported an increased ability to differentiate instruction.
experienced a boost in classroom confidence.
saw enhanced personal development.
For students:
showed improved literacy outcomes.
demonstrated increased student confidence.
experienced multiple positive impacts.
IMPLICATION: Teachers see value in science of reading instruction and feel successful when professional development supports their career growth. They also see the direct correlation between science of reading instruction and improving literacy outcomes for their students.
Spotlight on Student Success
❝
While using the strategies I’ve learned through LETRS, my overall fluency rate has increased from 40% fluent readers to 75% fluent readers. My reading comprehension has increased from 50% average to 80% average.”
– Miranda Frost, Lynn Camp Elementary School, Knox County School District, Kentucky, Grade 2 Teacher
Spotlight on Teacher Success
❝
LETRS has given me a deeper understanding of the science of reading and given me concrete tools to help me implement it in my classroom. I feel like I am now truly able to meet my students' needs, and I feel confident that there is a way to help every struggling reader.”
– Madeline Berry, Norton Elementary, Jefferson County Public Schools, Kentucky, Grade 2 Teacher
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