Examining the small-group reading instruction of K-5 teachers who completed science of reading-aligned professional development

Abstract This study examined the K-5 reading instruction of teachers who completed LETRS professional development. Using an exploratory video analysis tool called the RIVOT, researchers examined the frequency of several instructional practices across all five components of reading along with lesson quality. Researchers also investigated potential differences of implementation across grade levels and reading ability levels. Findings indicate that although most teachers successfully utilized explicit instruction and modeling along with several research-based instructional practices across reading components, some still engaged in problematic practices (e.g., using context or images to support word reading). Practical differences were observed across grade levels and ability levels; however, no differences were statistically significant.