North Carolina is in the midst of one of the most ambitious statewide literacy reforms in the country. Since 2021, more than 44,000 educators have completed the state-mandated Language Essentials for Teachers of Reading and Spelling (LETRS) training, representing a major investment in aligning instruction with the Science of Reading (SoR).
But what happens after the training ends?
A report from the North Carolina Early Childhood Foundation (NCECF), Lessons Along the Pathway to Implementing Science of Reading in North Carolina Classrooms, highlights the real-world experiences of educators as they put SoR practices into action. Co-authored by NCECF’s own Dr. Micere Keels, Policy and Practice Leader, and the Science of Reading Implementation Fellows—a group of teachers, coaches, and literacy experts from across the state—the brief surfaces the challenges, promising practices, and critical supports educators need to make change last.
Key findings include:
- Implementing SoR requires a fundamental shift in teaching practices, moving away from outdated strategies like the “three-cueing system.”
- District-level approaches vary widely, leading to uneven support for teachers across the state.
- Teachers benefit most when they receive time, coaching, and collaboration to apply their new knowledge.
This is the first in an eight-part series of SoR implementation briefs, offering research-informed strategies and lessons learned from the field. Together, these briefs will help policymakers, district leaders, and educators strengthen reading instruction for every North Carolina child.
📖 Read the full brief here: Download Brief 1