This sequential
explanatory mixed-methods study investigates the impact of the Language
Essentials for Teachers of Reading and Spelling (LETRS) professional learning
intervention on teacher knowledge within the framework of South Carolina’s
reading policy. Quantitative analysis of pre- and post-assessment data reveals
significant improvements in teachers’ content knowledge of foundational
literacy skills following LETRS training. Descriptive statistics and
paired-samples t-tests indicate notable gains, particularly in Volume 1 of the
LETRS curriculum. The findings demonstrate substantial increases in assessment
scores, underscoring the effectiveness of LETRS in enhancing teacher expertise.
Qualitative insights from focus groups further highlight the positive influence
of LETRS on teacher knowledge and instructional practices. Stakeholders at
multiple levels recognize LETRS as a valuable tool for improving literacy
instruction, citing a deeper understanding of foundational reading skills and
observable enhancements in student performance. However, challenges such as
limited structured time for training and the need for aligned instructional
resources are identified as barriers to effective implementation. Policy
implications emphasize the necessity of integrating the science of reading into
state initiatives, addressing implementation barriers, and incorporating LETRS
into teacher preparation. Practical recommendations include allocating
dedicated time for LETRS training, and aligning instructional resources with
its principles. Future research should examine the relationship between LETRS
training and classroom practice, assess its impact on student outcomes, and
contribute to the broader discussion on statewide implementation. This study
provides valuable insights into the role of LETRS in strengthening teacher
knowledge and advancing literacy education in South Carolina.
