INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Aug 22, 2025 1 0

Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR)

Kathryn Davis 1,
Carianne Bernadowski 2 *
1 Brevard Public Schools, USA2 Peirce Center for Structured Reading Teacher Training, Robert Morris University, USA* Corresponding Author
International Journal of Changes in Education, 2(3), 2025, 162-171, https://doi.org/10.47852/bonviewIJCE42022328
Publication date: Aug 22, 2025
Full Text (PDF)

ABSTRACT

Reading instruction in primary schools has been at the center of attention for decades. Teachers are expected to be qualified and capable literacy teachers in order to produce proficient readers who are able to identify letters, understand the relationship between letters and sounds, decode the words on the page with automaticity, and fluently read the text while simultaneously comprehending. In order for students to be successful, proficient, and confident readers, teachers must understand the science of teaching beginning reading. The Science of Reading (SoR) is a collection of objective and reliable evidence about how humans learn to read, and ultimately, includes evidence-based instructional approaches that provide learning opportunities for all readers. The purpose of this research was to explore primary grade US teachers’ perceptions, attitudes, and knowledge regarding early literacy skills incorporating the SoR. The researchers employed a QUAN descriptive design and analyzed the data using Statistical Package for the Social Sciences. A sample of 126 kindergarten through second grade teachers’ teaching self-efficacy and early literacy knowledge were analyzed with descriptive statistics and revealed that the majority of participants believed in their ability to teach reading effectively, yet possessed low early literacy knowledge (M = 60%) but had average self-efficacy beliefs. Of significance, respondents may believe they can teach reading effectively yet do not have the knowledge to do so.

KEYWORDS

inservice teachers Science of Reading (SoR) early literacy self-efficacy professional development

CITATION (APA)

Davis, K., & Bernadowski, C. (2025). Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR). International Journal of Changes in Education, 2(3), 162-171. https://doi.org/10.47852/bonviewIJCE42022328
Harvard
Davis, K., and Bernadowski, C. (2025). Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR). International Journal of Changes in Education, 2(3), pp. 162-171. https://doi.org/10.47852/bonviewIJCE42022328
Vancouver
Davis K, Bernadowski C. Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR). International Journal of Changes in Education. 2025;2(3):162-71. https://doi.org/10.47852/bonviewIJCE42022328
AMA
Davis K, Bernadowski C. Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR). International Journal of Changes in Education. 2025;2(3), 162-171. https://doi.org/10.47852/bonviewIJCE42022328
Chicago
Davis, Kathryn, and Carianne Bernadowski. "Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR)". International Journal of Changes in Education 2025 2 no. 3 (2025): 162-171. https://doi.org/10.47852/bonviewIJCE42022328
MLA
Davis, Kathryn et al. "Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR)". International Journal of Changes in Education, vol. 2, no. 3, 2025, pp. 162-171. https://doi.org/10.47852/bonviewIJCE42022328

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