Professional Development Using LETRS in the Science of Reading: Impact on Oral Reading Fluency

PURPOSE: In 2019, only 35% of fourth-grade students in the United States were proficient in reading. A persistent achievement gap also existed. This gap disproportionately impacted students from low socioeconomic backgrounds and who lived in urban contexts. In response to this gap, researchers are considering reading instruction using the science of reading—empirical research that promotes evidence-based techniques. This five-year longitudinal study examined growth in oral reading fluency (ORF) in response to professional development using Lexia® LETRS® in the context of the science of reading.

METHOD: This study involved a non-random sample of all grade 1–5 students (n=434) enrolled in one urban public school district during a five-year period. Professional development included conversations with administrators, needs assessments, whole staff education, and coaching aligned with the science of reading. Participation in LETRS provided more intensive training. Growth in ORF scores during the five-year period was conducted using a latent growth curve analysis within a structural equation model framework. The model allowed a comparison of growth between the sample and established national norms.

KEY FINDINGS

• By the fifth year of this study, nearly 90% of teachers were reported to be implementing instruction in alignment with the science of reading.
• During the five years and across grades 1–5, there was a continuous upward trend in ORF scores for the science of reading group and the national norms.
• There was significantly greater growth for the science of reading group than the national norms. The growth rate averaged 9% for this group compared to an average of 6% for the national norms.

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