More than 40 states have passed “science of reading” laws, but their success depends largely on how well teachers understand and apply them in classrooms. A new nationally representative survey of more than 1,200 K–3 teachers, conducted by the Thomas B. Fordham Institute and fielded by RAND, examined teachers’ knowledge of reading science and related state policies. The report found that teachers’ understanding of the science of reading is improving, but significant gaps remain and continued progress is still urgently needed. Brian Fitzpatrick, Ph.D., National Research Manager at the Thomas B. Fordham Institute, joins Newell to discuss the survey.
May 11, 2026
