Date of Award
Summer 2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Morgan Blanton
Abstract
The purpose of this mixed methods study was to examine North Carolina teachers’ perceptions of their science of reading (SOR) knowledge gained from Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning as well as their level of use (LoU) of instructional strategies gained from that professional learning experience. I disseminated a survey about the level of knowledge of specific literacy topics taught in the LETRS training. Survey participants were also invited to participate in an interview to determine the extent to which they used the knowledge, skills, and resources gained from LETRS professional learning. This study aimed to inform literacy instruction for North Carolina teachers by providing insight into the knowledge obtained from the required LETRS professional learning and the LoU of SOR instructional practices. The results indicated that teachers had a perceived increase in knowledge of all SOR topics covered in the LETRS training, with most knowledge gained from the topics in Volume 1 (Units 1–4). Participants’ LoU indicated that their implementation ranged from preparing to use SOR instructional practices to implementing SOR practices, and a few were sharing strategies with others. Implications for teachers and literacy leaders are explained. Recommendations for future research are described.
Recommended Citation
Thompson, Sharonda C., "An Examination of Elementary Teachers’ Perceptions of Their Literacy Knowledge and Levels of Use Post-LETRS Professional Learning" (2025). Doctor of Education Dissertations. 250.
https://digitalcommons.gardner-webb.edu/education-dissertations/250
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