The Art and Science of Teaching Reading: Understanding Teacher Mindsets About Teaching Reading and Salient Influential Factors

Abstract

During a period of heightened attention to the science of reading, shifting curricular landscapes, and growing public and political discourse about literacy, the purpose of this study was to investigate the mindsets of elementary teachers about their understanding of reading development and instruction. A mixed-methods approach was used to conduct this study. Quantitative data were collected through the Literacy Acquisition Perception Profile (LAPP) Survey, and qualitative data through open-ended questions from the LAPP Survey, pre- and post-study interviews, and teacher feedback obtained during professional development (PD) sessions and site visits. Responses from the open-ended questions and the interviews were coded and themed, using Corbin and Strauss’s (1998) constant comparative method, which involved multiple steps (Saldaña, 2021), comparing incidents in the data to refine codes, categories, and thematic relationships. Through open, axial, and selective coding, we traced how teacher perceptions clustered around broader conceptual themes. Our data showed that teachers’ mindsets about teaching reading were significantly impacted by two main factors: their knowledge of a skills-based approach that incorporates phonemic awareness and phonics as important to the development of early reading, and knowledge of a contextual-based approach that values sociocultural contexts, the role of writing, choice and quality of children’s literature, and rich literacy environments. In this sense, their understanding of reading requires valuing both the science and the art of reading instruction. While our findings suggest that teacher knowledge from multiple domains may interact with perceptions of efficacy, the current study does not establish causal relationships between these constructs. Professional development played a central role in shaping teachers’ sense of promise and efficacy. Teachers consistently identified sustained, collaborative PD—particularly that which connects theory with classroom application—as a key influence on their understanding of reading instruction. Understanding these realities is critical for policymakers, school leaders, and PD providers who seek to support teachers in improving student literacy achievement.

Keywords: teacher efficacy, effective practices, foundational literacy skills, professional development