Science of Reading Progress Is Real—But Implementation Remains the Challenge
The Thomas B. Fordham Institute’s new national report, From the Teacher’s Desk: A Science of Reading Progress Report, highlights a critical shift in literacy education: while adoption of Science of Reading practices is increasing, consistent classroom implementation remains uneven.
Based on a nationally representative survey of more than 1,200 K–3 teachers, the report finds that many educators are still developing the knowledge and support needed to translate research into daily instruction—particularly in high-poverty schools.
Really Great Reading is included among Science of Reading–aligned trainings and curriculum referenced in the survey, alongside leading programs such as LETRS, UFLI, and CKLA. A teacher respondent noted that training across multiple programs—including RGR—helped build the confidence to deliver meaningful, research-based instruction.
The report reinforces an important reality for district leaders: adoption is only the first step—implementation is what drives student outcomes. Sustained progress depends on high-quality instructional materials, aligned professional learning, and consistent execution in the classroom.
What does the Fordham Science of Reading report say?
The report finds that while adoption of Science of Reading practices is increasing, teacher knowledge and classroom implementation remain uneven.
What is the Science of Reading implementation gap?
The gap between adopting evidence-based literacy practices and consistently applying them in classroom instruction.
Why does implementation matter in literacy instruction?
Student outcomes depend not just on curriculum selection but on how effectively it is implemented by teachers.