North Carolina’s Science of Reading (SoR) implementation has focused heavily on training kindergarten through fifth-grade teachers through Language Essentials for Teachers of Reading and
Spelling (LETRS). Yet one critical group often missing from formal support is the paraprofessionals who work alongside teachers to provide small-group and individual literacy instruction. Science of Reading and the Paraprofessionals in the Classroom is the second brief in North Carolina Early Childhood Foundation’s (NCECF) implementation series, and it highlights practical ways districts and schools can build paraprofessionals’ capacity so every student benefits from aligned practices throughout the day.
Why paraprofessionals matter
Paraprofessionals frequently deliver targeted practice and interventions; when their work aligns with SoR, students—especially in higher-poverty districts—see meaningful gains. Studies in NC show instructional assistants can be a cost-effective lever for improved reading achievement, and interventions led by paraprofessionals can help two out of three struggling readers make significant progress.
A problem of practice—and a workable approach
A pre-K (prekindergarten) teacher participating in NCECF’s Science of Reading Implementation Fellowship noticed instructional inconsistencies: teachers were trained in SoR, paraprofessionals were not. Her aim: create on-the-job learning and quick “info bites” so paraprofessionals could learn a practice one week and apply it the next. She added a “LETRS/Heggerty” section to the weekly pre-K newsletter—curated videos, articles, and webinars—which boosted paraprofessionals’ confidence and interest in leading SoR-aligned lessons and logging observations of student growth.
Context matters
The work took place in an inclusive pre-K setting within a pre-K to fifth-grade school serving about 400 students, many multilingual learners, and a high share of economically disadvantaged students—precisely the environments where aligned adult practice can compound learning time and accelerate progress. The school uses Tools of the Mind, a play-based curriculum compatible with SoR foundations, though teachers still need deeper knowledge to diagnose and adapt for struggling readers.
What’s working (solutions you can adopt):
- Micro-learning + modeling cycles: Share short SoR resources and model a practice; paraprofessionals implement it with students the following week.
- Department newsletters as learning hubs: Add recurring SoR “info bite” sections for both teachers and paraprofessionals; include links to webinars, practice routines, and quick checks.
- Extend coaching to pre-K staff: Include pre-K in school-based literacy coaching to improve vertical alignment and smooth kindergarten transition activities.
- Dedicate training hours to SoR for paraprofessionals: Require that a portion of annual training hours focus on core early literacy (e.g., print awareness, phonological awareness, alphabet knowledge) so staff learn the same concepts together.
- Leverage statewide communities of practice: Tap North Carolina Department of Public Instruction’s SoR Community of Practice webinars; bring back ideas and resources to monthly pre-K professional development meetings.
- Budget for paraprofessional participation: Given workforce pressures and frequent need for paraprofessionals to cover lead roles, set aside funds for training aligned to SoR.
Bottom line
SoR implementation improves when every adult in the classroom shares a common understanding of effective practice. 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—this second brief offers simple, replicable steps—newsletter micro-learning, modeling cycles, targeted training, and inclusive coaching—that districts can put in place now to expand instructional capacity and accelerate reading growth.