How Effective Teacher Training Can Maximize Literacy Outcomes

Recently, the literacy landscape has seen a surge in discussions surrounding the selection of reading programs grounded in the Science of Reading. While the importance of evidence-based instructional materials cannot be overstated, it is equally vital to recognize that the effectiveness of any curriculum hinges significantly on the expertise and pedagogical approach of the educators implementing it.

Amidst the buzz around curriculum evaluation and choices, it becomes increasingly clear that teacher training and pedagogy play pivotal roles in translating evidence-based practices from the Science of Reading into tangible classroom practices.

Effective teacher training not only equips educators with the knowledge to select appropriate instructional materials, but also empowers them to deliver instruction in a manner that maximizes student learning outcomes.

In this blog we will discuss how administrators can facilitate successful implementation of a new literacy program by:

• Providing meaningful training on explicit instruction
• Emphasizing the importance of teacher clarity in reading instruction
• Finding the balance between fidelity and flexibility
• Bridging content and pedagogical teacher knowledge to classroom application

By focusing training on strong pedagogy, administrators can enhance teaching practices and improve student achievement outcomes, no matter which high-quality reading program is being implemented.

Provide Meaningful Training on Explicit Instruction

There is significant research supporting the effectiveness of explicit instruction in the classroom, including but not limited to the Report of the National Reading Panel titled Teaching children to read: An evidence-based assessment of the scientific literature on reading and its implications for reading, as well as John Hattie’s Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.

Explicit instruction in literacy involves teaching reading and writing skills clearly and systematically through direct, step-by-step explanations and modeling. This approach requires educators to break down learning tasks into manageable pieces, model the skill, provide guided practice (with appropriate scaffolding), and offer immediate feedback.

Teaching explicitly, however, requires training and guidance. It’s up to administrators and educational leaders to provide teachers with the knowledge they need to teach reading in a way that is aligned to what research tells us is most effective in teaching students to read. Below are four essential elements to effective, explicit instruction, as well as ideas administrators can use to help teachers implement those essential elements in the classroom with success.

Break Down Complex Learning Tasks Through Task Analysis

Task analysis is an instructional strategy that helps teachers break complex learning tasks into smaller steps and can be especially useful for literacy instruction, where skills like decoding should be taught in incremental pieces. Breaking tasks into smaller pieces reduces cognitive overload and allows students to better grasp and retain literacy skills.

For example, to effectively teach the skill of summarizing narrative text, teachers can use task analysis to break down the process into smaller, teachable components. These components could include characters, setting, plot, sequencing, and the concept of problem and solution. Within each of these key elements, teachers must provide small, incremental skill instruction to build a solid foundation before introducing the summarization process. This structured approach ensures that students grasp each component thoroughly, facilitating a deeper understanding and more effective summarization skills.

While comprehensive reading programs often break down and sequence learning tasks for teachers, if administrators can provide training on the building blocks of literacy and task analysis, teachers will be better equipped to evaluate adopted instructional materials, and tailor their instruction to ensure clear, explicit delivery of reading and writing lessons.

Make the Learning Process Visible Through Modeling

Modeling is the crucial component of explicit instruction where the teacher demonstrates a process or skill in a clear and structured way for students. For example, in literacy instruction, a teacher could explicitly model how to decode a word or summarize a text, while thinking aloud to reveal the processes involved.

Modeling is an effective piece of explicit instruction because it makes the learning process visible and provides concrete examples for students to follow. By observing the teacher’s model, students gain a deeper understanding of the skill and are better prepared to apply it during more independent practice.

Training teachers on how to model instruction, no matter the reading program being implemented, can enhance their teaching effectiveness and student outcomes. Professional Learning Communities (PLCs) offer an ideal setting for training in both task analysis and modeling. Teachers can collaboratively analyze literacy skills and practice modeling, provide constructive feedback, and engage in reflective discussions to refine their instructional delivery.

Shift Cognitive Workload from Teacher to Student Through Gradual Release

An effective and evidence-based part of explicit instruction is the gradual shift of learning responsibility from the teacher to the student. This model typically includes four phases: focused instruction, guided instruction, collaborative learning, and independent practice. Often these stages are discussed as: I do, We do, You do (together), You do (alone); however, this can be an oversimplification of the process.

The collaborative phases of the gradual release model (guided instruction or We Do/You do (together)) are particularly crucial because this is when students receive guidance and feedback as they gradually take on more responsibility. Skipping or deemphasizing these steps can lead to student misconceptions, ultimately impacting students’ ability to independently apply reading instruction effectively.

Professional development on the gradual release method can start by examining the levels of instruction: Start with focused instruction (I do), move to guided practice (We do), then collaborative learning (You do (together)), and finally independent practice (You do (alone)).

It can be helpful for teachers to collaborate on identifying how these levels translate to their reading program materials. Which examples will be used for the focused instruction? How and what will students practice? What works for independent practice?

If the reading program has clear callouts for how to use the gradual release structure in the instructional materials, teachers can practice these steps together. If more robust gradual release planning is required, especially for novice teachers, PLCs can be a great forum for this work.

The goal of an effective gradual release of responsibility is that teachers incrementally shift the cognitive workload from the teacher to the student by reducing scaffolding (support) as students respond to instruction.

According to literacy experts Jack Fletcher and Sharon Vaughn, a Savvas author, in their article Explicit Instruction as the Essential Tool for Executing the Science of Reading,

Successful classroom implementation of the gradual release model with scaffolding can be supported with a multi-faceted approach to effective teacher training. Administrators can organize professional development workshops that focus on the principles of the gradual release model and scaffolding, providing specific classroom examples and interactive sessions.

These workshops should emphasize hands-on activities where teachers can practice scaffolding techniques and receive feedback. Additionally, ongoing support is crucial; this can be facilitated through regular coaching and/or mentoring programs where experienced educators guide teachers in integrating these strategies into their approved reading program.

Reinforce Correct Strategy Through Feedback

The fourth piece of effective explicit instruction is providing feedback. Effective feedback involves offering specific, immediate, and constructive responses to students’ reading and writing efforts. By providing feedback, teachers can reinforce correct strategy use (e.g., word decoding strategies) and help address misunderstandings.

To train teachers on this instructional piece, administrators can conduct professional development sessions that highlight the importance of timely and targeted feedback. These sessions should include modeling of how to provide feedback that is clear and focused on the specific skill being practiced, such as phonemic awareness, decoding, fluency, etc.

Teachers can benefit from role-playing activities where they practice delivering feedback in various reading scenarios, followed by reflective discussions to improve their techniques. Additionally, working as a team to anticipate student misunderstandings and brainstorm targeted feedback for specific reading lessons can be a helpful activity.

Ongoing coaching support through observation, coaching cycles, and encouraging teachers to be reflective of their practices can be critical pieces of successful implementation of explicit instruction when combined with high-quality reading programs.

Emphasize the Importance of Teacher Clarity in Reading Instruction

Teacher clarity is another high-yield instructional strategy teachers can use to significantly impact student learning outcomes and it can be implemented with any high-quality reading program. It involves clear communication of a lesson’s learning intentions and success criteria — students understand what they are expected to learn and how they will know when they have learned it.

Clear “teacher talk” is an important element of teacher clarity. It refers to the precise, concise, and unambiguous language that teachers use when instructing students. While the level of scripting provided by high-quality reading programs can vary, effective teacher training on clear communication will support the evaluation of the quality of scripts included in the instructional materials or help guide teachers in developing their own.

Clear “teacher talk” contributes to effective reading instruction by using straightforward language that reduces the likelihood for misunderstandings. Clear explanations of concepts and strategies, no matter what component of reading and writing instruction, can better enable students to understand and apply the instruction independently. Clear “teacher talk” is particularly beneficial for ELLs and students with learning disabilities.

Find the Balance Between Fidelity and Flexibility

Differentiated reading instruction is an approach that involves tailoring instruction and practice to meet the diverse needs and skills of students within their classrooms, whether this be multilingual learners, students with unique learning needs, or accelerated learners.

There is a common misconception that differentiated instruction takes away from the fidelity of implementation and is not necessary when using evidence-based reading programs, assuming these programs alone can meet all students’ needs. However, even high-quality, evidence-based reading programs require teachers to utilize data and responsive teaching practices to address the individual needs of their students.

Training teachers to effectively use data to inform their instruction is essential for maximizing the impact of high-quality reading programs. Teachers must be equipped with the skills to interpret both assessment and observational data accurately in order to provide effective feedback and differentiate their instruction with appropriate scaffolding.

High-quality, evidence-based reading programs often provide a wealth of instructional materials; teacher training on effective differentiation can ensure that teachers are selecting the pieces that can support both their class and individual students’ needs.

In order to support teachers in successfully implementing a high-quality reading program, there needs to be flexibility within fidelity to a program. Flexibility in this scenario refers to the ability to adapt instruction to be responsive to student data and diverse needs while maintaining the core principles of evidence-based practices (fidelity).

Bridge Content and Pedagogical Teacher Knowledge to Classroom Application

While providing professional development on strong pedagogy and literacy content knowledge is critical, teachers may struggle to translate this knowledge to improved student performance without practical classroom application and ongoing support from their administrative team.

Coaching and hands-on practice enable teachers to apply what they have learned in real classroom settings, allowing them to refine techniques, receive constructive feedback, and utilize responsive teaching to adapt to their students’ needs.

This process bridges the gap between knowing and doing, ensuring that teachers not only understand instructional concepts but can also implement them effectively to enhance student reading outcomes.

By focusing on the evidence-based instructional strategies outlined in this blog, administrators can significantly enhance the effectiveness of literacy programs in their schools. Ensuring that teachers receive comprehensive training in explicit instruction, teacher clarity, and differentiation will not only improve teaching practices but also lead to better student achievement outcomes. Investing in teacher training and supporting strong pedagogy is essential for the successful implementation of any high-quality literacy curriculum.

References

• 1 - Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• 2 - Report of the National Reading Panel: Teaching Children to Read (April 2000). National Institute of Child Health and Human Development (NICHD) and U.S. Department of Education.
• 3 - Vaughn, S., & Fletcher, J. (2021, May/June). Explicit instruction as the essential tool for executing the science of reading. The Reading League Journal, 2(2), 4-11.