Elementary Teachers' Self-Reported Knowledge of the Science of Reading: An Exploratory Study.

This study examines elementary general and special education teachers' self-reported knowledge of the Science of Reading (SOR), a research-based framework integrating multiple components of effective reading instruction. Surveying 300 teachers in a Northeastern U.S. state, findings revealed a split between lower and higher self-rated SOR knowledge, influenced by years of teaching experience, prior reading coursework, and confidence in teaching reading. Teachers identified four main factors affecting their knowledge: limited or uncertain understanding of the SOR, insufficient preparation or professional development, receipt of some SOR-related training, and school-based constraints such as lack of aligned curricula. The study underscores the need for comprehensive, ongoing teacher preparation and professional development focused on the SOR to support effective reading instruction, particularly for students with reading difficulties and multilingual learners.