Professors Basford, Benegas, Ittner, and DeFrance recently presented on SOR-informed literacy approaches at a Minnesota ESL Conference.
Minnesota is one of many states that attached significant funding to districts adopting a Science of Reading (SOR)-informed literacy approach to address low reading scores. Throughout the 2023-4 academic year, we interviewed and observed the classrooms of K-2 teachers in a racially and linguistically diverse Minnesota school as they implemented a SOR-informed curriculum for the first time. The study found that teachers struggled with the requirement of “strict fidelity” to the curriculum, lack of alignment between the curriculum and guiding principles of literacy instruction, and the limited autonomy required to add engaging, culturally responsive learning experiences for students. Findings reveal an urgent need for more dialogue around choosing a SOR-informed curriculum and an implementation process that prioritizes teachers' perspectives.
