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Examining the impact of LETRS professional learning on student literacy outcomes: a quantitative analysis

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Content IMPACT OF LETRS PROFESSIONAL LEARNING 1
EXAMINING THE IMPACT OF LETRS PROFESSIONAL LEARNING ON STUDENT
LITERACY OUTCOMES: A QUANTITATIVE ANALYSIS
by
Erika L. Rudnicki
______________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2024
Copyright 2024 Erika L. Rudnicki

IMPACT OF LETRS PROFESSIONAL LEARNING 2
Acknowledgments
I would like to express my gratitude to all those who have supported me throughout this
journey. Thank you to my chair, Dr. Emmy Min, for guidance, clear feedback, and insight. Your
expertise and support have been instrumental in shaping my research and academic growth. In
addition, I extend appreciation to the members of my committee, Dr. Melissa Spencer and Dr.
Kimberly Ferrario; their expertise and perspectives have been invaluable.
This work is directly connected to my own professional experiences and would not be
possible without the incredible literacy team with whom I partner. Each member brings a unique
set of skills, a wealth of knowledge, and dedication to the future of our students. Thank you, Dr.
Melissa Spencer, Alyssa Johnson, Tami Smith, Kelly Cloud, and Matt Hunter, for your
collaboration and commitment to literacy education. Together we are making significant strides
in our mission to improve literacy outcomes, and I truly appreciate each of you.
I would like to acknowledge my amazing classmates who have become lifelong friends:
Clint Brooks, Greta Nelson, Wil Torres, Grace Washington, and Robert Younger. From our latenight classes, immersion weekend bonding to our group texts filled with laughter and support,
you all have made this experience unforgettable. I cannot imagine completing this program
without each of you. Fight on!
Finally, I want to express gratitude to my family and friends, who are likely more excited
than I am for this doctorate. Thanks for all the pep talks and support throughout the process!

IMPACT OF LETRS PROFESSIONAL LEARNING 3
Table of Contents
Acknowledgments 2
Table of Contents 3
List of Tables 6
List of Figures 8
Abstract 9
CHAPTER ONE: INTRODUCTION TO THE STUDY 10
Context and Background of the Problem 11
Language Essentials for Teachers of Reading and Spelling Professional
Learning 13
Organizational Context 13
Participant Context 14
Purpose and Research Questions 14
Importance of the Study 15
Overview of Theoretical Framework and Methodology 15
Definitions 16
Organization of the Dissertation 17
CHAPTER TWO: LITERATURE REVIEW 18
Effective Professional Learning 18
Professional Development: Effects on Student Outcomes 21
Professional Development: Effects on Student Outcomes in English
Language Arts 23
Literacy Instruction 25
Whole Language v. Phonics 25
Whole Language 26
Phonics 27
Balanced Literacy 27
Neuroscience in Reading Research 28
Science of Reading 29
Simple View of Reading 30
Science of Reading in Practice 31
The Effects of LETRS Professional Learning on Student Outcomes 33
The Case of Mississippi 36
The Clark and Estes (2008) Gap Analytic Conceptual Framework 37
Teacher Knowledge and Skills 39
Factual Knowledge 40
Conceptual Knowledge 41
Motivational Factors 42
Expectancies for Success 43
Task Value 44
Cost 45
Organizational Factors: Creating the Conditions for Effective Professional Learning 47
Focusing Direction 50
Securing Accountability 51

IMPACT OF LETRS PROFESSIONAL LEARNING 4
Cultivating Collaborative Cultures 51
Deepening Learning 52
Conceptual Framework 54
Summary 56
CHAPTER THREE: METHODOLOGY 58
Research Questions 58
Overview of Design 58
LETRS Professional Learning Overview 60
Research Setting 62
Participants 62
The Researcher 63
Data Sources 64
Assessment of Student Learning 65
LETRS Pre and Post Test 67
LETRS Participant Survey 68
Data Collection 70
Data Analysis 71
Research Question 1 71
Research Question 2 72
Research Question 3 73
Validity and Reliability 74
Ethical Considerations 75
CHAPTER FOUR: FINDINGS 76
Research Question 1: Findings 76
Factual Knowledge 77
Conceptual Knowledge 78
Teacher Subject Knowledge and Students’ Reading Proficiency and Growth 93
Teacher Unit Completion and Student Reading Proficiency Across
Academic Years 98
Summary of RQ1 (Knowledge) Findings 99
Research Question 2 100
Findings for Motivational Factors 101
Teacher Motivation on Student Reading Growth and Proficiency 103
Summary of RQ2 (Motivation) Findings 104
Research Question 3 104
Findings for Organizational Influences 105
Thematic Analysis 108
Summary of RQ3 (Organizational Influences) Findings 112
Summary 113
Research Question 1 114
Research Question 2 115
Research Question 3 115
CHAPTER FIVE: RECOMMENDATIONS 117
Recommendations: Research Question 1 118
Recommendations for Assumed Knowledge Influences 119
Teacher Subject Knowledge and Students’ Reading Proficiency and Growth 123

IMPACT OF LETRS PROFESSIONAL LEARNING 5
Limitations Related to Research Question 1 124
Recommendations: Research Question 2 125
Recommendations for Motivational Influences 126
Limitations Related to Research Question 2 130
Recommendations: Research Question 3 131
Recommendations for Organizational Influences 133
Limitations Related to Research Question 3 145
Study Limitations and Delimitations 146
Recommendations for Future Research 146
Conclusion 148
References 150
Appendix A: Staff Survey for LETRS Participants 173
Appendix B: Sample Weekly Staff Communication for LETRS Participants 176

IMPACT OF LETRS PROFESSIONAL LEARNING 6
List of Tables
Table 1: Knowledge Influence, Types, and Assessments for Analysis 42
Table 2: Motivational Influences and Assessments for Analysis 46
Table 3: Organizational Influences, Drivers, and Assessments 53
Table 4: LETRS Units Overview 61
Table 5: Year 1 LETRS Overview 61
Table 6: Year 2 LETRS Overview 61
Table 7: Benchmarks for Individual and Group Progress 66
Table 8: Data Sources 70
Table 9: Validation of Factual and Conceptual Findings 77
Table 10: Descriptive Statistics for LETRS Pretest and Posttest Scores 78
Table 11: Results by Theme 80
Table 12: Tools and Strategies From LETRS PL Used by Participants 82
Table 13: Staff Survey: Knowledge and Conceptual Understanding 84
Table 14: Staff Survey: Student Growth and Outcomes 90
Table 15: Descriptive Statistics of Reading Proficiency Level Across Successful Units
Completed by Teachers (Cohort 1 [School Year 2022–2023]) 94
Table 16: Descriptive Statistics of Reading Proficiency Level Across Successful Units
Completed by Teachers (Cohort 1 [School Year 2023–2024]) 97
Table 17: Validation of Expectancy for Success, Task Value, and Cost Findings 101
Table 18: Summary of Motivation Factor Variables 101
Table 19: Validation of Assumed Organizational Influences 105
Table 20: Participant Perception Results: Focusing Direction 106

IMPACT OF LETRS PROFESSIONAL LEARNING 7
Table 21: Participant Perception Results: Securing Accountability 107
Table 22: Participant Perception Results: Cultivating Collaborative Cultures 108
Table 23: Results by Theme 108
Table 24: Summary of Knowledge Influences and Recommendations 120
Table 25: Summary of Motivational Influences and Recommendations 125
Table 26: Summary of Organizational Influences and Recommendations 132
Table 27: Four Levels of Evaluation 137

IMPACT OF LETRS PROFESSIONAL LEARNING 8
List of Figures
Figure 1: Scarborough’s Reading Rope 31
Figure 2: Conceptual Framework: A Professional Learning Relationship to Student
Learning (Knowledge, Motivation, and Organizational Influences) 55
Figure 3: Lexia LETRS Pre- and Post-Assessment Results for Cohort 1 78
Figure 4: LETRS Cohort 1 (School Year 2022–2023) Bridge to Practice Student Reading
Proficiency Levels Across Successful Units Completed by Teachers 95
Figure 5: LETRS Cohort 1 (School Year 2023–2024) Bridge to Practice Student Reading
Proficiency Levels Across Successful Units Completed by Teachers 98
Figure 6: Teachers’ Expectancy for Success, Task Value, and Perceived Cost for
Implementing LETRS PL 102
Figure 7: Motivational Profiles 103
Figure 8: Summary of Recommendations 118

IMPACT OF LETRS PROFESSIONAL LEARNING 9
Abstract
This quantitative, quasi-experimental study examined the impact of the Language
Essentials for Teachers of Reading and Spelling (LETRS) professional learning (PL) program on
student reading achievement and growth in Harborview School District (HSD), Washington
State. With only 33% of U.S. fourth-graders reading at or above proficiency, bridging the
research-practice gap in reading instruction is critical. The study involved HSD staff
participating in LETRS PL and students who are performing below grade level in reading. Key
objectives include evaluating the effect of LETRS PL on student reading proficiency and growth,
exploring the relationship between teacher motivation and student outcomes, and identifying
organizational factors that influence the implementation of evidence-based reading instruction
practices.
Findings reveal a modest positive correlation between teachers’ LETRS knowledge and
student reading proficiency and growth. However, teacher motivation did not show a significant
relationship with enhanced student reading outcomes. Although LETRS enhanced teachers’
knowledge and instructional practices, the small effect sizes suggest the presence of additional
factors influencing literacy outcomes. This study emphasizes the multifaceted interplay of
pedagogical knowledge, motivation, and organizational dynamics in shaping literacy outcomes.
It highlights the need for holistic approaches that integrate multiple influences to optimize the
impact of professional learning on student achievement. This research aimed to inform evidencebased educational policies and practices to improve reading instruction and student success.

IMPACT OF LETRS PROFESSIONAL LEARNING 10
CHAPTER ONE: INTRODUCTION TO THE STUDY
This study addresses the persistently low reading achievement in the United States.
Reading is a crucial skill that serves as the foundation for learning various subjects and is
significantly linked to academic success (Hanover Research, 2016). Despite efforts made over
the past two decades, little progress has been made in improving reading achievement (National
Assessment of Educational Progress [NAEP], n.d.). According to the NAEP 2022 Reading
Assessment report, fourth-grade average reading scores were lower than in any preceding
assessment year since 2005 and did not differ significantly from 1992 scores. Furthermore, most
states/jurisdictions saw a drop in fourth- and eighth-grade reading scores in 2022 when compared
to 2019 (National Assessment of Educational Progress [NAEP], n.d.).
Teacher professional development (PD) is considered the most effective means for
achieving high-quality teaching and a fundamental element in enhancing student learning
outcomes (Darling-Hammond et. al., 2017). The National Staff Development Council and the
School Redesign Network at Stanford University released a comprehensive report in 2009 that
provided valuable insight into professional learning, particularly regarding teacher knowledge,
motivation, and the organizational systems that support it. Key aspects of teacher development
and professional learning emphasize the importance of continuous and focused development,
supportive systems, and strategic approaches to improve teaching quality while acknowledging
the motivations that drive teachers to implement positive changes. These elements contribute to
elevating overall teaching standards, and ultimately, advancing student achievement (Wei et al.,
2009). Moreover, when educational institutions establish structures and allocate resources to
support teacher development, it results in significant improvements in teaching methods and
performance (Wei et al., 2009).

IMPACT OF LETRS PROFESSIONAL LEARNING 11
This study examined the specific impact of targeted, evidence-based professional
learning (PL) in reading instruction. By focusing on the relationship between teacher knowledge
of evidence-based reading methods and student reading performance, the research aimed to
contribute to the broader understanding of how strategic evidence-based PL can address the
persistent challenge of low reading achievement. It built upon established key aspects of teacher
PL, exploring the relationships between factors such as subject knowledge, teacher motivation,
and organizational factors, and their influence on student outcomes in the context of literacy
education.
Context and Background of the Problem
The NAEP (2022) reported that 33% of fourth graders performed at or above the
proficient level. Scientific data strongly supports the idea that 95% of children can learn to read.
However, many children may not acquire this skill unless they are taught using structured and
organized methods by knowledgeable instructors (Moats, 2020). Bridging the gap between
research and practice is crucial for implementing evidence-based instructional strategies and
ultimately improving student reading outcomes.
The controversy over how to teach reading, commonly known as the “reading wars,” has
persisted for over 100 years (Kim, 2008). One side of this debate promotes the whole language
approach, where children are taught to memorize whole words, assuming that reading will come
naturally, and phonics skills will develop in the context of their reading. On the other side is the
phonics approach, which focuses on explicitly teaching the relationship between letters and
sounds (Kim, 2008). The National Reading Panel (2000) determined that effective reading
instruction requires five key concepts: phonemic awareness, phonics, fluency, vocabulary, and
comprehension. These five concepts are the foundation of the “science of reading”, a growing

IMPACT OF LETRS PROFESSIONAL LEARNING 12
body of research on scientific evidence of how to teach reading instruction. This research should
end the debate between whole language and phonics, also referred to as the “reading wars”,
however resistance to scientifically evidenced based instructional practices in reading continues
to persist (Moats, 2007; Seidenberg, 2017).
To address the problem of practice of persistently low reading achievement in the United
States, many states have passed laws mandating evidence-based reading instruction in schools
(Schwartz, 2023). Since 2013, 37 states and the District of Columbia have enacted legislation or
implemented policies concerning evidence-based reading instruction; in 2023 alone, 17 states
implemented new policies (Schwartz, 2024).
Professional development (PD) program implementation itself is not sufficient enough to
drive ongoing improvement in student outcomes (Tooley & Connally, 2016). Investments in PD
for teachers, amounting to roughly $18 billion annually from federal, state, and local agencies,
have shown limited evidence of consistent effectiveness in enhancing teacher performance or
student learning outcomes (Tooley & Connally, 2016). To improve PD effectiveness, it is
essential to identify and address organizational barriers to effective implementation and
sustainability. This involves understanding the organizational conditions that contribute to or
maintain these barriers.
To drive meaningful change, it is imperative to target not only the broader organizational
culture and system but also the individual behaviors (Fullan, 2006). To unravel the intricacies of
teacher motivation concerning PD, it is essential to consider the dynamic relationship with the
organizational environment (Lohman, 2006). Research on teachers’ motivation to participate in
PD shows mixed results. While some studies, summarized in Darling-Hammond et al.’s 2017
report, highlight improvements in teaching quality and student achievement when teachers

IMPACT OF LETRS PROFESSIONAL LEARNING 13
engage in PD, others find minimal or no impact (Garet & Warner, 2010). Consequently, it is
paramount to consider teacher motivation as one tenant that helps explain teacher orientations to
PD, impact on professional learning, and its relationship to student outcomes.
The implicit theory of action regarding PD suggests that PD first enhances a teachers’
knowledge and skills. Second, enhanced teacher knowledge and skills result in improved
classroom instruction. Ultimately, this leads to higher student achievement. If any of these links
are weakened or missing, the expectation of improved student outcomes cannot be realized and
the student will not benefit from the teacher’s professional growth (Tooley & Connally, 2016).
Language Essentials for Teachers of Reading and Spelling Professional Learning
Language Essentials for Teachers of Reading and Spelling (LETRS) is a comprehensive
PL program designed to enhance educators’ knowledge and skills in reading, writing, and
language instruction. Developed in the early 1990s by Drs. Louisa Moats and Carol Tolman,
LETRS addresses the need for improved teacher training in literacy (Lexia, n.d.-b). The program
equips teachers with the tools necessary to acquire and implement scientifically proven methods
for improving reading instruction (Lexia, n.d.-b). LETRS employs a blended learning model
comprising three components: online asynchronous learning, Bridge to Practice application
activities, and live in-person or online sessions. The training is divided into eight units, with an
estimated completion time of 137.5 to 168 hours (Lexia, n.d.-b).
Organizational Context
Harborview School District (HSD)1
is an urban comprehensive school district in
Washington State. The district employs approximately 3,000 staff members and serves over
20,000 students. This diverse student body speaks over 100 different languages, with over 76%

1 Harborview School District (HSD) is a pseudonym.

IMPACT OF LETRS PROFESSIONAL LEARNING 14
of students identifying as non-White. HSD comprises 20 elementary schools, 3 K-8 schools, 6
middle schools, 4 high schools, and 4 specialized schools.
Central to the instructional components of HSD’s strategic plan are providing students
with access to a challenging, standards-based curriculum, employing differentiated instructional
strategies to meet individualized learning needs and investing in people. Instructional practices
will reflect students’ prior knowledge and cultural and linguistic backgrounds. The strategic plan
emphasizes establishing clear standards of professional practice and accountability, and offering
opportunities for differentiated continuous learning for teachers, leaders, and staff.
Participant Context
Each elementary school in HSD employs staff dedicated to supporting literacy
instruction, including instructional coaches, interventionists, and literacy development teachers.
Instructional coaches primarily collaborate with classroom teachers to enhance instructional
practices. Literacy development teachers provide direct instructional services to students and
engage in co-teaching and coaching partnerships with classroom teachers to support literacy
development. Interventionists deliver targeted interventions to students in small group settings.
These staff members represent the initial cohort to undergo training in LETRS PL. All
participants started their two-year LETRS professional learning journey during the 2022–2023
academic year.
Purpose and Research Questions
The purpose of this quantitative study was to assess the effectiveness of LETRS PL on
students’ reading achievement and growth in HSD. The analysis focused on teacher knowledge,
teacher motivation, and organizational influences of LETRS PL on student literacy outcomes.
The questions that guided this study were as follows:

IMPACT OF LETRS PROFESSIONAL LEARNING 15
1. To what extent does teacher subject knowledge in LETRS professional learning
contribute to students’ reading proficiency and growth?
2. To what extent does teacher motivation toward improving subject knowledge contribute
to students’ reading proficiency and growth?
3. What are the recommended organizational solutions to effectively implement evidencebased reading professional learning?
Importance of the Study
The findings of the NAEP 2022 Reading Assessment report, which revealed lower
average reading scores compared to previous years and no significant improvement since 1992,
highlight the critical need for effective literacy instruction. Building upon the need for enhanced
educational outcomes, the significance of effective teacher PL becomes even more pronounced.
Teaching reading requires a deep understanding of its underlying science and processes. This
study is significant because it explores the relationship between LETRS PL, which is grounded
in the science of reading, and student outcomes through multiple intersecting lenses: teacher
knowledge, motivation, and organizational factors. Learning from previous unsuccessful
attempts to improve reading instruction, coupled with the underutilization of scientific
knowledge and targeted PD, provides hope for improving literacy among students (Goldberg &
Goldenberg, 2022).
Overview of Theoretical Framework and Methodology
The gap analysis framework, developed by Clark and Estes (2008), provides a valuable
tool for investigating the assumed causes of performance gaps between performance targets and
actual performance. Clark and Estes (2008) highlight three aspects to examine during the
analytical process: people’s knowledge and skills, their motivation to achieve the goal, and

IMPACT OF LETRS PROFESSIONAL LEARNING 16
organizational barriers. By examining knowledge, motivation, and organizational influences, one
can assess their impact on performance and interactions. The framework offers a systematic
approach to identifying and addressing areas for improvement within an organization. This
framework will be used to assess via a quantitative, quasi-experimental design, specifically using
causal comparative data analysis the effectiveness of LETRS PL on student outcomes and
growth by examining teacher knowledge of the science of reading, teacher motivation to
participate and complete LETRS PL training, and organizational structures associated with
teacher motivation.
Definitions
This section provides definitions of key terms used throughout the research study.
Bridge to Practice Focus Groups
Each staff member participating in the study will use the i-Ready Diagnostic to identify at
least three students who are reading below grade level. These students will form the Bridge to
Practice focus groups and will be subjects of this study. Teachers use the Bridge to Practice
activities in the Lexia LETRS learning platform to apply their learning to practice.
i-Ready Reading Diagnostic
i-Ready Diagnostic provides teachers with a comprehensive assessment of student
performance in relation to their grade level and national norms. It also offers insights into
reading performance (Curriculum Associates, n.d.).
LETRS
LETRS (Language Essentials for Teachers of Reading and Spelling) is a professional
learning course designed for instructors of reading, spelling, and related language skills. The

IMPACT OF LETRS PROFESSIONAL LEARNING 17
program equips educators with the science of reading pedagogy, depth of knowledge, and tools
to teach language and literacy skills effectively to every student (Lexia, n.d.-b).
Professional Learning and Professional Development
Professional development and professional learning are often used interchangeably, but
they represent different approaches to enhancing professional skills. To emphasize the ongoing
nature of skill development, this study uses the term professional learning (PL). However, this
study also uses the term “professional development” (PD) to refer to existing research.
Science of Reading
The science of reading provides an extensive interdisciplinary body of scientifically
based research on reading and related issues with reading and writing. This body of knowledge is
based on thousands of studies conducted globally in various languages over the past 50 years.
(The National Center on Improving Literacy, n.d.).
Organization of the Dissertation
This study is organized into five chapters. Chapter one presents a concise introduction to
the problem of practice of persistently low reading achievement in the United States, an
overview of Clark and Estes’ (2008) gap analysis framework, and an overview of the study.
Chapter two reviews literature relevant to the science of reading and PL factors associated with
student outcomes. Chapter three introduces the research methodology and data analysis. Chapter
four delves into the study’s findings. Chapter five discusses the implications of the results and
the study’s limitations.

IMPACT OF LETRS PROFESSIONAL LEARNING 18
CHAPTER TWO: LITERATURE REVIEW
The purpose of this review is to gain a deeper understanding of professional learning (PL)
that can effectively alter teaching methods, ultimately improving student performance. It is
imperative that we broaden our view beyond specific characteristics of the learning process or
activity to gain insights into the dynamics of teacher learning and its relationship to student
outcomes. This review examines the interconnected relationships that exist within PL, the
influential systems that shape and regulate PL activities, and the intricate process of fostering
teacher learning and practice changes.
Effective Professional Learning
Professional development (PD) research has for many years primarily focused on
documenting teacher satisfaction, attitude changes, or teacher commitment to innovation rather
than focusing on outcomes or underlying processes. Researchers such as Guskey (2000) and
Mather et al. (2001) have taken this approach. However, in recent years, the field has begun to
recognize the need for more empirically sound methods when examining PD (Desimone, 2009).
Borko (2004) advocated that a variety of perspectives as well as conceptual frameworks
be adopted in PD research. According to Borko (2004), evaluation should encompass not only
individual teachers but also the broader community of educators, taking into account the sociocultural environment. The significance of both perspectives must be acknowledged to
comprehend how students learn within educators’ classroom practices. Comparatively,
Desimone (2009) recommended the use of a unified conceptual framework that can be applied
consistently across all studies to standardize the research approach. According to Desimone
(2009), the adoption of a uniform conceptual framework would enhance the quality of PD
research, leading to a better understanding of how to design and execute teacher learning

IMPACT OF LETRS PROFESSIONAL LEARNING 19
opportunities that will maximize both teacher learning and student outcomes. Desimone’s (2009,
2011) analysis showed a consensus exists among researchers concerning the fundamental
components of such a framework. Thus, she proposed a model that illustrates how effective PD
can lead to improved student performance. It identifies dynamic relationships between PD,
teacher knowledge and beliefs, classroom practices, and student achievement. The progression of
PD can be summarized as follows: Through PD, teachers gain knowledge and skills, change
attitudes and beliefs, or sometimes both. As a result of the PD experience, the teachers apply
their new knowledge, skills, attitudes, and beliefs to improve the content of instruction, the
approach to pedagogy, or both. The instructional changes teachers introduce to the classroom
enhance student learning (Desimone, 2009).
Opfer and Pedder (2011) argued that the features outlined in Desimone’s (2009) model
fail to provide us with the ability to predict teacher learning, let alone student outcomes. Opfer
and Pedder (2011) advocate a shift away from the traditional process-product model, which
emphasizes discrete activities, procedures, and programs, to a more dynamic perspective that
considers the intricate learning ecosystem that promotes professional growth. Specifically, they
recommended an examination of how the multifaceted elements within the professional learning
environment interact.
Aside from the theory of action described above, Desimone (2009) suggests that there
exists an empirical evidence base to support the consensus that standardized PD includes five
core elements: content focus, active learning, coherence, duration, and collective participation.
Darling-Hammond et al. (2017) expand on the five core elements presented by Desimone (2009),
enhancing our understanding of effective PD by conducting a comprehensive analysis of 35
professional learning experience studies, which have been shown to improve teachers’ practices

IMPACT OF LETRS PROFESSIONAL LEARNING 20
and student achievement. All 35 studies met the specific methodological standards: They
employed either experimental or comparative group designs, or they analyzed student outcomes
with statistical controls for context variables and student characteristics. The researchers assessed
the studies based on the seven key elements that characterize effective PD models: contentfocused, incorporating active learning, involving teachers in collaboration, using models and/or
modeling, providing coaching and expert support, allowing for reflection and feedback, and
having a sustained duration. Detailed insights were provided into the combined attributes of PD
that are positively related to student outcomes. Among the 35 studies, none exhibited these
attributes in isolation (Darling-Hammond et al., 2017). Thus, the researchers concluded that PD
must incorporate the seven key elements. However, they noted that a well-designed program is
not sufficient to produce the desired results on its own; successful implementation is equally
important.
This section highlights the evolution of research on effective PD. Initially, research
focused primarily on assessing teacher satisfaction and attitudes rather than examining outcomes
and processes. Advances in the field have led to an emphasis on the need for more empirically
rigorous approaches to understand PD outcomes. Researchers offer a variety of perspectives
regarding effective PD. Borko (2004) advocates embracing a variety of perspectives and
frameworks for a holistic understanding of student learning. Desmine (2009) proposes a unified
framework to enhance research quality and improve teacher learning and student achievement.
Opfer and Pedder (2011), however, criticized Desimone’s approach, advocating moving away
from traditional models to explore complex elements in the professional learning environment to
enhance PD. A well-designed PD initiative may fail to produce the desired results if
organizational impediments are present. Among them are insufficient resources, a lack of shared

IMPACT OF LETRS PROFESSIONAL LEARNING 21
vision, time constraints for planning and implementing learning, conflicting requirements, and
teachers’ inadequate foundational knowledge (Darling-Hammond et al., 2017). It is imperative to
anticipate and strategically address these common obstacles to PD at both the conception and
execution stages (Darling-Hammond et al., 2017).
Professional Development: Effects on Student Outcomes
Professional development (PD) is widely acknowledged as an important component of
education improvement. However, a comprehensive examination of PD research consistently
indicates that most programs are not effective (Cohen & Hill, 2000; Guskey, 2003; Guskey &
Yoon, 2009). There has been considerable evolution in the definition of what constitutes useful
evidence of impact (e.g., Shavelson & Towne, 2002; Slavin, 2008). Across studies using
different methods, the challenges of measuring the quality of PD and its effects on practice are
similar (Yoon, 2007). Evaluating the impact of PD aligns with assessing the quality of teachers’
learning experiences, the dynamics of teacher changes, and how these changes affect student
learning (Desimone, 2009; Yoon, 2007). While several cross-sectional studies have found a
positive correlation between content focus and teacher change, longitudinal studies are
uncommon (Desimone et al., 2002; Garet et al., 2001). Only a few studies have attempted to
empirically establish a connection between PD and student achievement (Garet et al., 2001). A
succinct analysis of empirical studies and meta-analyses illustrates that findings vary.
Kennedy (1998) comprehensively examined the impact of math and science PD programs
on student outcomes. The analysis encompassed various dimensions of PD, including subject
matter, content emphasis, skill level, format, and additional characteristics such as intensity and
focus. Kennedy (1998) concluded that PD programs primarily aimed at modifying teachers’
behaviors have shown a relatively limited effect on student learning when compared to programs

IMPACT OF LETRS PROFESSIONAL LEARNING 22
focusing on teachers’ subject knowledge, curriculum, or student engagement in the subject. This
influential review highlights the importance of content emphasis in high-quality PD. This aligns
with findings from related research (Desimone et al., 2002; Garet et al., 2001; Yoon et al., 2007).
Using a national probability sample of 1,027 mathematics and science teachers, Garet et al.
(2001) conducted one of the first large-scale empirical studies comparing the impact of various
PD attributes on teacher learning. A statistically significant and positive effect of PD activities
on teachers’ self-reported knowledge and skill growth, as well as changes in classroom practices,
has been found in three key elements: an emphasis on content knowledge, opportunities for
active learning, and alignment and coherence with other learning initiatives. The study also
identified three structural characteristics that influence teacher learning: the form of the activity
(e.g., a workshop versus a study group); the collective participation of teachers from the same
school, grade, or subject; and the duration of the activity. The teachers in the study reported that
sustained and intensive PD had a greater impact than short programs (Garet et al., 2001). PD that
emphasizes academic subject matter, fosters active learning, and integrates seamlessly into the
daily school environment is more likely to enhance teachers’ knowledge and skills.
The National Council of Staff Development and the School Redesign Network at
Stanford University published a report, wherein they examined status of teacher development in
the United States and abroad (Wei et al., 2009). The authors conducted a comprehensive analysis
of professional learning and included research that informed effective professional learning.
There were several key findings in this study, including: sustained and intensive PD leads to
increased student achievement; systems to support professional growth result in significant
improvements in teaching methods and student achievement; and strengthening educators’ skills,

IMPACT OF LETRS PROFESSIONAL LEARNING 23
fostering learning communities, and implementing systemic approaches to PD can lead to
improved teaching quality and student achievement (Wei et al., 2009).
PD in education is widely recognized but is often ineffective, as Cohen and Hill (2000),
Guskey (2003), and Yoon et al. (2007) have indicated. It remains challenging to measure the
quality of PD and its impact on teacher practices. Although some research suggests a link
between content-focused PD and teacher change (Desimone et al., 2002; Garet et al., 2001),
longitudinal research on this topic is lacking. Efforts to connect PD with student achievement
remain limited (Garet et al., 2001).
Professional Development: Effects on Student Outcomes in English Language Arts
Yoon et al. (2007) conducted a comprehensive review of over 1,300 studies and
evaluation reports to assess the effectiveness of teacher PD in improving student learning
outcomes. Of the vast body of research reviewed, only nine experimental or quasi-experimental
studies (Carpenter et al., 1989; Cole, 1992; Duffy et al., 1986; Marek & Methven, 1991;
McCutchen et al., 2002; McGill-Franzen et al., 1999; Saxe et al., 2001; Sloane, 1993; Tienken,
2003) met the criteria modeled from the U.S. Department of Education’s What Works
Clearinghouse review process. The average effect size (Cohen’s d) of the nine studies that met
evidence standards was 0.54, which indicates that providing PD to teachers has a moderate effect
on student outcomes (Yoon et al., 2007). In these studies, PD programs with extensive contact
hours, spanning 30 to 100 hours over a period of 6 to 12 months, showed a statistically
significant impact on student achievement. In contrast, three studies with PD sessions ranging
from 5 to 14 hours in total did not demonstrate a statistically significant impact on student
learning. Collectively, all nine studies had an average PD duration of 49 hours per year, which
was associated with a 21 percentile point increase in student achievement (Yoon et al., 2007).

IMPACT OF LETRS PROFESSIONAL LEARNING 24
Four of the nine studies focused on student achievement in reading and English/language arts
(Duffy et al., 1986; McCutchen et al., 2002; McGill-Franzen et al., 1999; Tienken, 2003). The
following section provides a concise review of these studies.
Duffy et al. (1986) hypothesized that explicit teacher explanations of how reading skills
can be used as strategies would lead to increased student awareness of what was taught, which
would ultimately lead to higher reading achievement scores. Duffy et al. (1986) found that the
teachers in the treatment group learned to be more explicit in their teaching of reading skills and
that this explicitness led to significantly greater student understanding. However, no significant
improvement in reading achievement was observed (Duffy et al., 1986).
In the study conducted by McGill-Franzen et al. (1999), kindergarten students who had
access to an ample selection of high-quality children’s books exhibited significant improvements
in their literacy development. Simultaneously, their teachers, who received PD, also saw
substantial improvements in their instructional practices in all aspects of literacy development.
This positive effect contrasted with students taught by teachers who did not undergo PD.
McCutchen et al. (2002) offered PD to kindergarten and first-grade teachers to address
learning disabilities and emphasize effective instruction techniques, particularly the importance
of phonological and orthographic awareness. The PD program was offered during a two-week
summer institute and throughout the school year. Teachers were divided into experimental and
control groups and followed for one year. The findings of the study were as follows: PD
activities enhanced teacher knowledge of phonological and orthographic information and its role
in literacy instruction. The teachers were able to apply this new knowledge in the classroom to
make substantial changes in their teaching methods. The changes in teacher knowledge and
classroom practices resulted in improved student learning outcomes.

IMPACT OF LETRS PROFESSIONAL LEARNING 25
Tienken (2003) examined the relationship between staff development and student
achievement. The study’s primary objective was to determine whether teachers who had
undergone PD had a statistically significant impact on students’ narrative writing abilities as
compared to teachers who had not. This study found statistically significant differences in
student outcomes, favoring students whose teachers had received PD.
In 2008, the National Center for Education Evaluation and Regional Assistance of the
U.S. Department of Education released the research report, The Impact of Two Professional
Development Interventions on Early Reading Instruction and Achievement (Garet et al., 2008).
The objective of this study was to assess the impact of two evidence-based PD interventions on
improving the knowledge and practices of teachers and enhancing the reading instructions of
students in high-poverty schools. The study participants included 270 teachers. The findings
showed that the PD interventions increased teacher knowledge of scientifically based reading
instruction and one of the three instructional practices promoted by the PD. However, neither PD
intervention resulted in significantly higher test scores at the end of the 1-year treatment period
(Garet et al., 2008).
Literacy Instruction
This section of the literature review provides context for the political and scientific nature
of literacy instruction. It examines how competing and evolving philosophies have influenced
educational practices and policies over time. This contextual analysis serves as a foundation for
understanding the principles and practices of LETRS professional learning.
Whole Language v. Phonics
The “reading wars,” an ongoing debate over how to teach reading that has spanned more
than a century, have produced two prominent approaches: whole language and phonics (Kim,

IMPACT OF LETRS PROFESSIONAL LEARNING 26
2008). Whole language advocates propose a method that encourages children to memorize entire
words, with the belief that reading skills will develop organically and phonics skills will emerge
naturally within the context of their reading. Conversely, phonics approach advocates emphasize
the explicit teaching of the relationship between letters and sounds (Kim, 2008).
Whole Language
Despite advocating whole language as a major reform effort in language and literacy
education, there has been controversy regarding its effectiveness when compared to other
instructional methods, including phonics (Clarke & Commins, 1993). Proponents of whole
language education contend that this method is beneficial for teaching functional aspects of
reading, such as print concepts and reading expectations, while more direct methods may be
more effective in enhancing word recognition skills essential to comprehension (Vellutino,
1991). Whole language is criticized for failing to address the structure of language and the
significance of metalinguistic awareness in reading development (Hempenstall, 1996).
Whole-language pedagogy advocates persuaded numerous states to adopt curriculum
frameworks and instructional material that relegated phonics instruction to the periphery of the
classroom (Shanahan, 2014). An example is the 1987 California Language Arts Framework,
which supported an integrated language arts curriculum excluding phonics instruction and the
idea that children should construct knowledge for themselves (California State Department of
Education, 1987). The widely acclaimed language arts framework was largely responsible for the
decline in fourth grade reading scores on the National Assessment of Educational Progress
(NAEP), which led many state legislatures to pass mandatory phonics bills (Shanahan, 2014).

IMPACT OF LETRS PROFESSIONAL LEARNING 27
Phonics
Several studies have demonstrated that systematic phonics instruction, which includes
explicit teaching of letter-sound relationships and blending, can enhance reading outcomes
(Piasta & Wagner, 2010; Quinn et al., 2017). Explicit, multisensory, and systematic phonics
instruction has proven to be highly effective in improving decoding skills and reading fluency in
struggling readers (Henry, 2020; Hill, 2016). While there are debates regarding the efficacy of
systematic phonics versus other reading instruction methods, evidence indicates that phonics
instruction is crucial for helping early readers grasp the alphabetic principle and acquire new
words (Rayner et al., 2001; Taylor et al., 2019).
Professor Jeanne Chall of Harvard University’s Graduate School of Education has
conducted a synthesis of studies to evaluate conflicting concepts regarding early reading
instruction. In her book Learning to Read: The Great Debate, Chall (1967) captures the essence
of the “reading wars.” Chall interviewed teachers, reviewed basal texts, and examined previous
research on reading. The synthesis included 30 experimental studies comparing different
approaches to teaching reading from 1900 to 1965. Her findings showed that 27 studies
supported phonics programs (18 systematic phonics and 9 intrinsic phonics), while three studies
supported look-say methods. Since there were only a limited number of high-quality
experiments, Chall (1967) considered her findings to be a hypothesis requiring further testing.
Balanced Literacy
In the 1990s, the concept of balanced literacy gained traction as a means of bridging the
divide between whole language and heavily phonics-based approaches (Fisher et al., 2021).
California was the first state to implement a balanced literacy program in 1996 (California
Department of Education, 1996; Honig, 1996). Balanced literacy was originally intended to

IMPACT OF LETRS PROFESSIONAL LEARNING 28
present the systematic method of teaching phonics as a foundation for deepening the
comprehension of literature-based texts that were viewed as “real texts” (Asselin, 1999). Since
its inception, American schools have adopted balanced literacy as a predominant instructional
approach, with 72% of teachers reporting it as their primary teaching method (EdWeek Research
Center, 2020).
Neuroscience in Reading Research
The field of neuroscience has made significant contributions to the science of reading.
The field has used methods such as magnetic resonance imaging (MRI) and
electroencephalography (EEG) to provide evidence for reading research (Landi et al., 2022). The
contributions of neuroscience offer the potential for interdisciplinary integration of brain, social,
and cognitive perspectives, which is beneficial for reading education (Hruby & Goswami, 2011).
Researchers have explored the neural correlates of fluent reading in adult readers,
revealing insights into the involvement of the prefrontal cortex, linguistics, comprehension, and
temporal lobe in reading processes (Christodoulou et al., 2014). While no unified brain map of
reading has been established, numerous research groups have identified specific brain areas that
are involved in various reading-related cognitive processes (Grigorenko, 2001). Functional
neuroimaging techniques, such as positron emission tomography (PET) and functional MRI
(fMRI), have been crucial to the identification of brain regions involved in language processing
and reading, providing insight into the timing of brain activity during these cognitive tasks
(Price, 2012). By leveraging integrative neuroscience evidence, the field has the potential to
enhance literacy learning and teaching (Ellis & Bloch, 2020).

IMPACT OF LETRS PROFESSIONAL LEARNING 29
Science of Reading
A wide range of research has been conducted on the science of reading to promote an
understanding of the processes involved in learning to read and improving reading instruction.
The science of reading combines insights from the fields of linguistics, psychology,
neuroscience, and education to enhance literacy outcomes. The use of cognitive neuroscience
methods, such as MRI and EEG, has significantly advanced our understanding of reading
processes (Hruby & Goswami, 2011). Additionally, studies have explored the neural correlates
of decoding, language comprehension, and reading disability, providing valuable insights for
reading instruction and intervention (Share, 2021).
The National Research Council (NRC, 1998) published Preventing Reading Difficulties
in Young Children in 1998, drawing on findings from diverse scientific disciplines and providing
a foundation for evidence-based reading instruction. In a review of research spanning nearly
three decades, it has been shown that children need to apply letter-sound relationships to decode
new words, develop fluency through guided oral reading activities, and apply multiple strategies
for reading comprehension. In 2000, the National Reading Panel (NRP) published a
comprehensive review of 30 years of research conducted in collaboration with the National
Institute of Child Health and Human Development (NICHD), identifying five components
essential for effective reading instruction: phonemic awareness, phonics, fluency, vocabulary,
and comprehension. These components form the foundation of what is now recognized as the
“science of reading.” The NRP and NICHD (2000) describe their review report as the body of
research that provides pedagogically sound strategies for teaching reading. The Institute of
Education Sciences (IES) has affirmed the findings of the NRP and NICHD (2000) review in
2016 and 2019 (Foorman et al., 2019).

IMPACT OF LETRS PROFESSIONAL LEARNING 30
Simple View of Reading
Moats (2020) asserts that expert reading instruction requires knowledge of language
structure consistent with the simple view of reading theory. The simple view of reading theory
aims to delineate the critical skills that contribute to early reading comprehension through two
fundamental components: decoding proficiency and language comprehension (Gough & Tunmer,
1986). The original concepts of the simple view of reading theory included only decoding and
listening comprehension as foundational components. However, recent studies often use broader
terms such as “word recognition” and “language comprehension.” Hoover and Tunmer (2020)
expanded the simple view of reading model, incorporating these broader terminologies and
delving further into the subcomponents within these domains. Dr. Hollis Scarborough is
renowned for developing the concept of Scarborough’s reading rope, a framework that expands
on Gough and Tunmer’s (1986) simple view of reading. Her framework emphasizes the intricate
and interdependent relationship between decoding skills and language comprehension, both of
which are essential for proficient reading. The ultimate goals are proficient reading and reading
comprehension, which are achieved when all strands of the reading rope are tightly
interconnected. Even a single strand weakening or fraying within this integrated framework can
jeopardize the overall integrity of the braided reading rope (see Figure 1).

IMPACT OF LETRS PROFESSIONAL LEARNING 31
Figure 1
Scarborough’s Reading Rope
Note. Adapted from Scarborough (2001).
Science of Reading in Practice
Using the five components of effective reading instruction as identified in the NRP and
NICHD (2000) report, Walsh et al. (2006) assessed what aspiring elementary teachers are
learning about reading instruction during their undergraduate program by examining syllabi and
textbooks. The sample was composed of 72 institutions and 223 required courses that were
assessed to determine the degree to which the five components of effective reading instruction
are taught. Out of 72 institutions, only 11 taught all components of the science of reading.
Almost a third of the institutions did not mention the science of reading in any of their reading
courses. The literacy experts identified only four texts from the 227 required texts that could be
used as general textbooks for a reading course since they incorporated the principles of the
science of reading. Research conducted by EdWeek Research Center (2020) indicates that 72%
of elementary special education and K–2 teachers use literacy instructional approaches that have
been discredited by cognitive scientists.

IMPACT OF LETRS PROFESSIONAL LEARNING 32
The NRP and NICHD (2000) report greatly influenced the objectives of the Reading First
initiative within the No Child Left Behind Act of 2011. Under the Reading First initiative, Title I
schools were required to adopt scientifically based instructional practices in five core areas of
reading instruction. However, there is continuing resistance to embracing science-based
instructional practices in reading (Moats, 2007; Seidenberg, 2018). When choosing materials,
educators frequently use a checklist, presuming that a reading program is scientifically based if
all five elements recommended by the NRP and NICHD are included in the marketing materials
(Moats, 2007).
In 2023, the National Council on Teacher Quality (NCTQ) published a report on teacher
preparation in literacy instruction. This review assessed 1,145 teacher preparation programs for
their adherence to the five components of reading instruction as part of their preparation
program. The study found that only 25% of programs addressed the five core components of
reading instruction adequately, while 25% did not address any of the five components (NCTQ,
2023).
The research is clear as to how reading develops and the instructional practices teachers
should implement to improve reading outcomes (NRP & NICHD, 2000; NCTQ, 2023). In
theory, the emergence of scientific research should resolve the “reading wars” between whole
language and phonics instruction by providing evidence-based practices for reading instruction
(McCardle & Chhabra, 2005). According to past estimates, 30% of children struggle to read, yet
research indicates that more than 90% could become proficient readers if they were taught by
teachers using scientifically based reading instructional strategies (Torgesen, 2004). According
to NCTQ (2023), 40% of schools continue to use multiple practices that contradict wellestablished research, thus eroding the effectiveness of scientifically based reading instruction.

IMPACT OF LETRS PROFESSIONAL LEARNING 33
This review highlights the complex nature of literacy instruction emphasizing its political
and scientific dimensions. The longstanding “reading wars” have shaped the landscape of
reading instruction. Foundational reports, such as those by the National Research Council (1998)
and The National Reading Panel (2000), have established evidence-based practices for effective
reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Notable frameworks like the simple view of reading and Scarborough’s reading rope further
delineate the essential skills for reading proficiency. These models highlight the interplay
between decoding and language comprehension, illustrating the intricate process of learning to
read. Effective literacy instruction requires a deep understanding of these components to foster
proficient and comprehensive reading skills in students.
The Effect of LETRS Professional Learning on Student Outcomes
This section of the literature review will explore studies on LETRS, each providing
unique insights into the multifaceted aspects of implementing LETRS PL, including its influence
on teacher knowledge, practices, beliefs, and student achievement.
In the Early Reading Professional Development Interventions study, Garet et al. (2008)
employed an experimental design to test the effectiveness of two PD interventions, one of which
was LETRS. The researchers examined the effect of LETRS on teacher knowledge and practices
as well as student reading achievement. Despite positive effects on teachers’ knowledge and one
of the three practices promoted in the study, LETRS PD did not result in significantly improved
student outcomes.
Vogelsang (2009) investigated the impact of LETRS on student achievement as well as
teacher perceptions of the effectiveness of LETRS and teacher roles and responsibilities
regarding implementation. The statistical analysis showed there were no significant disparities in

IMPACT OF LETRS PROFESSIONAL LEARNING 34
student achievement between the LETRS school district (Lincoln County R-III) and the nonLETRS school district (Warren County R-III). The study’s qualitative data shed light on LETRS
teachers’ perceptions regarding the obstacles to implementing effective PD. Among the obstacles
were the time teachers spent away from their classrooms, the delivery of content by LETRS
facilitators, and the lack of practical applications associated with LETRS strategies (Vogelsang,
2009).
Bills (2020) examined variations in teacher knowledge, beliefs, and knowledge regarding
early literacy education among two groups of first-grade teachers. The teachers were divided into
two groups: those in the first group (n = 13) had received LETRS PD, while those in the second
group (n = 4) had not. Using a comparative research design, the study explored whether
statistically significant differences in teachers’ knowledge of concepts and skills exist. The study
found that teachers who had not been trained in LETRS had a knowledge-doing gap. They were
found to lack the requisite knowledge to proficiently implement instruction without receiving
comprehensive PD (Bills, 2020).
A recent study conducted by Houser (2021) examined the effects of LETRS PD on
teachers’ self-efficacy related to student engagement, instructional strategies, classroom
management, and teachers’ practices related to reading instruction. Based on the results, there is
no evidence that LETRS PD is effective in terms of the four outcomes. In another study,
Woodward (2023) used LETRS PD to determine whether discernible differences exist as related
to teachers’ PD and student achievement. LETRS PD resulted in statistically significant
differences in students’ mean scaled reading scores. However, the PD did not appear to have a
significant impact on the students’ reading achievement scores. The researchers suggest that the

IMPACT OF LETRS PROFESSIONAL LEARNING 35
increase in mean scaled reading scores may be a positive factor that could contribute to longterm improvements in student achievement (Woodward, 2023).
Even though LETRS equips teachers with scientifically validated methods, studies
indicate that the program has a mixed effect on teacher practices, beliefs, and student
achievement. The findings of Garet et al. (2008) showed that LETRS enhanced teacher
knowledge as well as some instructional practices, but that it had no significant effect on student
outcomes. Vogelsang (2009) highlighted implementation hurdles such as time constraints and
delivery methods. Bills (2020) emphasized the need for comprehensive PD to address the teacher
knowledge gap in literacy. Houser’s (2021) study did not find evidence that LETRS enhanced
teachers’ self-efficacy or instructional practices. A study conducted by Woodward (2023) found
that LETRS PD significantly impacted students’ scaled reading scores, but that this had little
impact on overall reading achievement. While LETRS appears to have a positive impact on
teacher knowledge and some practices, its effects on student outcomes remain inconclusive.
LETRS’ overall effectiveness in enhancing literacy education is complicated by implementation
challenges and varying impacts on student performance. These studies demonstrate LETRS
potential to improve student outcomes. However, many of them involve the combined use of
LETRS with supplementary strategies like literacy coaches and instructional programs aimed at
boosting student reading results. Consequently, the impacts cannot be solely attributed to either
LETRS or the independent supplementary component (Lexia, n.d.-b). Further research
correlating the implementation of LETRS PL into instructional practices and the resulting
student reading outcomes is needed.

IMPACT OF LETRS PROFESSIONAL LEARNING 36
The Case of Mississippi
The state of Mississippi has emerged as a focal point for systemic improvements in
reading. In 2011, 78% of fourth graders scored below proficiency in reading on the National
Assessment of Educational Progress (NAEP, n.d.). However, from 2014 until 2019, Mississippi
was the only state showing improvement in fourth-grade reading (NAEP, n.d.). In 2013, student
achievement began accelerating at a rapid pace as the Literacy-Based Promotion Act (LBPA)
was implemented statewide. With LBPA implemented, higher academic standards and aligned
assessments were adopted, an effective accountability system was implemented, and significant
funds were invested in PD (Mississippi Department of Education, 2019).
The state of Mississippi conducted a comprehensive evaluation in 2015 in collaboration
with the Barksdale Reading Institute to determine the alignment of 15 teacher preparation
programs with scientifically based reading instruction (The Barksdale Reading Institute and the
Institutions of Higher Learning, 2015). Based on their study results, in 2016, the state mandated
that all elementary teachers pass the Foundations of Reading Test prior to obtaining their
teaching licenses. Furthermore, in 2018, the state of Mississippi initiated an intensive PD and
assistance program for faculty members within its teacher preparation programs. Additionally,
they restructured the guidelines for teacher preparation programs to require a minimum of 15
credit hours devoted to scientifically based literacy instruction (NCTQ, 2023). As part of
Mississippi PD initiatives, a 5-year commitment was made to train K–4 teachers, K–8 special
education teachers, and elementary administrators in LETRS PD (Burk, 2020).
Folsom et al. (2017) investigated educator outcomes resulting from the implementation of
Mississippi’s K–3 early literacy PD initiatives. The researchers assessed changes in teachers’
understanding of early literacy skills and teachers’ ratings of the quality of early literacy skills

IMPACT OF LETRS PROFESSIONAL LEARNING 37
instruction, student engagement, and teaching competencies. Teacher knowledge rose from the
48th percentile to the 59th percentile in the Teacher Knowledge of Early Literacy Skills survey.
However, educators who have not yet completed LETRS PD demonstrated lower levels of
teacher knowledge compared to those who have completed it (Folsom et al., 2017).
A study conducted by Fick (2021) determined whether K–3 teachers’ participation in
LETRS PD has a statistically significant impact on teacher beliefs related to the Mississippi K–3
Literacy Initiative. The beliefs investigated in this study included those of teaching practices,
student learning, and challenges associated with the use of technology in literacy instruction. In
total, 78 participants completed the LETRS Survey, which was scored on a five-point scale. The
data analysis revealed there were no statistically significant associations between the number of
LETRS training units attended by the teacher and the outcome measures related to teacher beliefs
regarding the effectiveness of LETRS PD. The study uncovers that the PD in Mississippi
exhibits several promising components intended to enhance literacy instruction and improve
student outcomes. However, the study did not directly assess the effectiveness of LETRS PD on
teachers’ knowledge of literacy instruction and student outcomes.
While many other states experienced a decline in reading achievement following the
COVID-19 pandemic, Mississippi maintained its progress (NAEP, n.d.). Mississippi’s success
can be attributed to its collaboration with teacher preparation programs, its implementation of
robust accountability measures in policy, and its provision of necessary support for ongoing
LETRS PD aligned with the science of reading (NCTQ, 2023).
The Clark and Estes (2008) Gap Analytic Conceptual Framework
Several researchers have sought to understand why certain PD initiatives fail to influence
teaching practices and improve student achievement. Bucznyski and Hansen (2010) conducted a

IMPACT OF LETRS PROFESSIONAL LEARNING 38
study to look at the various challenges that teachers teaching fourth through sixth grade faced
when implementing PD. The researchers challenged the assumption that success in PD depends
solely on the motivation of teachers to put into practice the knowledge and skills they have
acquired. While some teachers were successful in implementing the knowledge and skills they
acquired, others were confronted with organizational barriers. Their challenges include limited
resources, time constraints, curriculum pacing requirements, language acquisition issues, and
classroom management issues (Bucznyski & Hansen, 2010). Clark and Estes’ (2008) gap
analysis conceptual framework provides a method for identifying disparities between an
organization’s objectives and its actual performance. Clark and Estes (2008) suggest that gaps in
both organizational and stakeholder performance are influenced by factors of knowledge,
motivation, and organization (KMO).
Clarke and Hollingsworth (2002) explain why correlational research on the attributes and
impact of teacher PD often yields disappointing results. To facilitate teacher learning and
growth, changes must permeate multiple domains of influence (Clarke & Hollingsworth, 2002).
Effective teacher learning requires a dynamic interplay of the various systems of influence
within the teachers’ professional realms (Opfer & Pedder, 2011).
The next part of this literature review examines evidence-based studies on KMO
influences and their relationship to Harborview School District’ (HSD) performance outcome
goal to have 80% of third graders meet or exceed grade-level English Language Arts proficiency
by 2024 as measured by state and district assessments. This review focuses on the performance
gaps related to KMO influences on reading performance outcomes in HSD. First, I will discuss
studies focusing on the knowledge and skills needed by teachers. Second, I will discuss studies

IMPACT OF LETRS PROFESSIONAL LEARNING 39
on motivational influences on performance, including expectancy of success, value of the task,
and cost of the task. Lastly, I will examine studies on the impact of organizational factors.
Teacher Knowledge and Skills
There is a growing body of evidence suggesting that PD programs emphasizing subject
matter content are likely to improve instruction as well as increase student learning (DarlingHammond, 2000). This evidence is derived from several sources, including case studies,
correlational analyses using nationally representative teacher data, quasi-experiments,
longitudinal studies, meta-analyses, and experimental studies (e.g., Cohen & Hill, 2001; Garet et
al., 2001; McCutchen et al., 2009). The central hypothesis supporting the connection between
content-focused PD and the delivery of conceptual instruction is as follows: To teach in a
conceptual manner, teachers must first develop a strong foundation of their own subject
knowledge and an understanding of how students learn the subject.
Using Bloom’s taxonomy, Krathwohl (2002) classified knowledge into four categories:
factual, conceptual, procedural, and metacognitive. Factual knowledge refers to information
pertaining to a specific discipline, such as terminology or symbols. Conceptual knowledge refers
to an understanding of discipline-specific principles, concepts, or structures. Procedural
knowledge pertains to the knowledge of a specific discipline’s methodological procedures.
Lastly, metacognitive knowledge refers to an individual’s awareness of his or her own cognition,
cognitive processes, and strategies for solving problems (Krathwohl, 2002). The revised version
serves as a framework for categorizing the essential knowledge educators need to teach sciencebased reading instruction based on knowledge types. This literature review focuses on teachers’
factual and conceptual knowledge.

IMPACT OF LETRS PROFESSIONAL LEARNING 40
Factual Knowledge
Staff teaching literacy need to have content knowledge of scientific-based reading
instructional strategies, including phonemic awareness, phonics, fluency, vocabulary, and
comprehension. Literacy PD has been identified as a critical component in improving student
reading achievement (Borko, 2004; Desimone, 2011, 2013). Moats (2020) asserts that expert
reading instruction requires knowledge of language structure consistent with the simple view of
reading theory. The simple view of reading theory aims to delineate the critical skills that
contribute to early reading comprehension through two fundamental components: decoding
proficiency and language comprehension (Gough & Tunmer, 1986). If teachers do not
understand these elements, they may struggle to provide insightful responses to students’ errors,
select appropriate examples to illustrate concepts, or determine the focal points for instructional
emphasis (Moats, 2020).
LETRS PL addresses the five areas identified by the NRP and NICHD (2000) as
essential to successful reading instruction: phonemic awareness, phonics, vocabulary, reading
fluency, and comprehension. LETRS PL is divided into eight units. Unit 1 discusses the brain’s
activities while reading, the development of reading skills, the relationship between reading and
spelling, different types of reading difficulties, and the role of assessment. Unit 2 focuses on
phonological abilities and phonemic awareness. Unit 3 delves into phonics, word recognition,
and spelling. Unit 4 goes over phonics, word study, and spelling in greater depth, as well as
syllable patterns and morphology. Unit 5 explores vocabulary development. In later units,
LETRS addresses reading comprehension, writing skills, and the relationship between reading
and writing (Voyager Sopris Learning, n.d.-a).

IMPACT OF LETRS PROFESSIONAL LEARNING 41
Conceptual Knowledge
Staff teaching literacy need to align practices with scientific-based reading instructional
strategies. According to Clark and Estes (2008), knowledge can be a potential source of
organizational performance gaps, play a critical role in effective work performance, and serve as
a prerequisite for improvement. In learning, both “what to do” and “how to do it” are
emphasized, and acquiring necessary knowledge is critical for meeting performance goals (Clark
& Estes, 2008; Rueda, 2011). Teacher knowledge alone will not change student outcomes;
teachers must also be able to apply their knowledge in their classroom (Moats, 1994). Cohen et
al. (2017) supported Moat’s statement when they discovered in their study that students are less
likely to develop critical reading skills if their teachers lack extensive knowledge of language
structure and code-based concepts, as well as the ability to apply that knowledge in practice.
Many training programs focus on “what to do” rather than “how to do it” (Clark & Estes, 2008).
Knowledge that we consciously recognize as part of our thinking is inherently conceptual. It
consists of facts, concepts, processes, and principles that we are learning and can recall and
contemplate (Clark & Estes, 2008). Training individuals effectively requires precise procedures,
practice opportunities, and corrective feedback, allowing them to gradually automate the
acquired knowledge (Clark & Estes, 2008). The LETRS comprehensive PL program is designed
to bridge the gap between scientific literacy research and practical application in the classroom.
Table 1 presents the organizational mission of HSD as well as its stakeholder goal for
LETRS participants. The table also summarizes the key knowledge influences, types, and sample
assessment approaches for factual and conceptual knowledge influences.

IMPACT OF LETRS PROFESSIONAL LEARNING 42
Table 1
Knowledge Influence, Types, and Assessments for Analysis
Organizational Mission
In an environment of high expectations and high support the staff of Harborview School
District will continually learn, lead, utilize data, and collaborate to ensure student achievement
and success.
LETRS Participant Goal
“Bridge to Practice” focus groups will meet stretch goals in literacy by January 2024 and June
2024 as measured by the iReady diagnostic.
Assumed Knowledge Influences Knowledge Type (i.e.,
declarative, procedural, or
metacognitive)
Knowledge Influence
Assessment
Staff teaching literacy need to have
content knowledge in scientificbased reading instructional
strategies, including phonemic
awareness, phonics, fluency,
vocabulary, and comprehension.
Factual LETRS pre- and postassessment
Staff teaching literacy need to align
practices with scientific-based
reading instructional strategies.
Conceptual Staff survey
Motivational Factors
Teachers’ implementation of PD is heavily influenced by their individual characteristics
and motivations (Kennedy, 2016; Opfer & Pedder, 2011). Teachers who are highly motivated to
implement are more likely to apply PD learning and integrate new practices (Rueda, 2011).
According to expectancy-value theorists Eccles and Wigfield (2002), two overarching factors
can explain motivated behavior: beliefs about one’s knowledge and abilities (i.e., expectancies
for success, “Can I do it?”) and beliefs about the purpose of applying the learning or task (i.e.,
task value, “Why do it?). Researchers have proposed the existence of a third factor, cost, which
was previously considered a subcomponent of value by expectancy-value theorists (e.g., Barron

IMPACT OF LETRS PROFESSIONAL LEARNING 43
& Hulleman, 2015). While expectancy is related to self-efficacy and ability beliefs, expectancy
beliefs are task-specific (Eccles & Wigfield, 2002). Expectancy-value theory is a valuable
framework for understanding teachers’ motivation to put LETRS PL knowledge into practice.
The expectancy component of expectancy-value models provides a comprehensive framework
that can encompass and merge diverse theoretical viewpoints, all centered on the importance of
believing in one’s ability to complete a task successfully (Eccles & Wigfield, 2002; Wigfield &
Eccles, 2000).
Clark and Estes (2008) emphasize three key aspects of how motivation influences goaldirected behaviors: the choices made, the persistence demonstrated, and the mental effort
invested. Achieving a goal requires actively choosing to pursue it, perseverance in the face of
competing priorities, and channeling an appropriate level of mental effort (Clark & Estes, 2008).
The following section will discuss the three factors: expectancies for success, task value, and
cost. These concepts provide teacher participants in LETRS PL with a structured approach to
recognizing performance challenges that may hinder their success.
Expectancies for Success
Teachers engaged in LETRS professional learning need to believe in their own abilities.
To achieve improved outcomes, teachers participating in LETRS PL must believe that they can
accomplish the task (Eccles & Wigfield, 2002). Self-efficacy and beliefs, whether accurate or
not, significantly impact an individual’s choices (Clark & Estes, 2008; Rueda, 2011). A positive
correlation exists between teachers’ self-efficacy and their specific ability beliefs regarding their
own teaching (correlation coefficient =.28), and these factors are positively associated with
teaching performance (Klassen & Tze, 2014). To achieve the performance goal of increased
student achievement in reading, teachers must believe in their capabilities to perform essential

IMPACT OF LETRS PROFESSIONAL LEARNING 44
tasks and cultivate a mastery goal orientation towards their goals (Clark & Estes, 2008). HSD
teachers participating in LETRS PD must believe in their own capabilities to achieve their
targeted performance goals of students meeting their stretch targets. Several factors can influence
their beliefs, including prior knowledge related to the PD, the nature and amount of feedback
received from others, and past successes and failures (Rueda, 2011).
Task Value
Teachers engaged in LETRS professional learning need to value scientifically based
reading instruction. In general, task value refers to the importance one places on a task and
therefore addresses the question, “Why should I do this task?” (Rueda, 2011, p.42). Evidence
suggests that teachers are more likely to harbor positive attitudes toward the implementation of a
PD program when their beliefs match its pedagogical philosophy (Donnell & Gettinger, 2015).
Eccles and Wigfield (2002) reviewed developmental and educational psychology studies on
motivation, beliefs, values, and goals. In this review, they summarized previous research on task
value conducted by Eccles et al. (1983) by examining four distinct elements: attainment value,
intrinsic value, utility value, and cost value. Attainment value refers to the significance one
attaches to excelling in a particular task. Intrinsic value refers to one’s enjoyment or inherent
interest in a specific activity. A task’s utility value is determined by how useful it is in achieving
a future objective. Lastly, cost value refers to the perceived cost of the activity based on time,
effort, or other dimensions. The concept of cost value will be elaborated further in the next
section. An individual’s overall value for a task is determined by the interaction between beliefs
in these four dimensions. A key motivational principle asserts that the greater an individual’s
value is for an activity, the more likely they are to choose, persist in, and engage with it (Rueda,
2011).

IMPACT OF LETRS PROFESSIONAL LEARNING 45
Cost
Teachers engaged in LETRS professional learning need to invest significant time and
resources. Cost, which is influenced by the anticipated effort and an assessment of the time and
resources that will be needed, is a significant factor in motivation (Flake et al., 2015). When it
comes to making decisions, the concept of cost becomes crucial, since choosing one option often
means sacrificing another (Barron & Hulleman, 2015). High perceived costs can deter motivated
behavior even when a task is otherwise valued (Osman & Warner, 2020). Many teachers cite
cost as a reason for not implementing PD (Cameron et al., 2013). A study by Cameron et al.
(2013) examined factors that influence a teacher’s willingness to participate in PL. Study
participants raised issues related to isolation, professional learning costs, and the interaction
between professional and personal needs. LETRS PL is time-consuming and requires
approximately 2 years to complete, which may lead to the forfeiture of valued alternatives. PL
can be perceived as costly, overshadowing teachers’ expectations for success and reducing their
motivation to perform the task.
Along with presenting HSD’s organizational mission and stakeholder goals for LETRS
participants, Table 2 summarizes the motivational influences outlined in the previous section. An
assessment is also described, specifically the Expectancy-Value-Cost for Professional
Development (EVC-PD) scale. This 6-point Likert scale is used to determine teachers’
motivation for implementing PD in their classrooms (Osman & Warner, 2020).

IMPACT OF LETRS PROFESSIONAL LEARNING 46
Table 2
Motivational Influences and Assessments for Analysis
MOTIVATION WORKSHEET
Organizational Mission
In an environment of high expectations and high support the staff of Harborview School District
will continually learn, lead, utilize data, and collaborate to ensure student achievement and success.
LETRS Participant Goal
“Bridge to Practice” student focus groups will meet stretch goals in literacy by January 2024 and
June 2024 as measured by iReady diagnostic.
Assumed Motivation
Influences
Motivational
Factor
Motivation Influence Assessment
Teachers engaged in LETRS
professional learning need to
believe in their own abilities.
Expectancy for
Success
Expectancy-Value-Cost in Professional
Development 9-item short scale (Osman &
Warner, 2020).
Using a 6-point, Likert scale, ranging from 1
(strongly disagree) to 6 (strongly agree):
1. I am confident I can do what was
asked of me in this professional
development.
2. I believe I can be successful
applying this training.
3. I know that I can effectively put into
practice the things presented in this
training.
Teachers engaged in LETRS
professional learning need to
value scientifically based
reading instruction.
Task Value Expectancy-Value-Cost in Professional
Development 9-item short scale (Osman &
Warner, 2020).
Using a 6-point, Likert scale, ranging from 1
(strongly disagree) to 6 (strongly agree):
1. I am excited to put this training into
practice.
2. Participating in this training will
help me in my job.
3. It is important to me to apply what I
learned in this professional
development.

IMPACT OF LETRS PROFESSIONAL LEARNING 47
Assumed Motivation
Influences
Motivational
Factor
Motivation Influence Assessment
Teachers engaged in LETRS
professional learning need to
invest significant time and
resources.
Cost Expectancy-Value-Cost in Professional
Development 9-item short scale (Osman &
Warner, 2020).
Using a 6-point, Likert scale, ranging from 1
(strongly disagree) to 6 (strongly agree):
1. I have to give up too much to put
this training into practice.
2. Applying this professional
development will require too much
effort.
3. Applying this training will be too
stressful.
Organizational Factors: Creating the Conditions for Effective Professional Learning
To ensure effective PL, it is critical to create the necessary conditions and to proactively
address common obstacles in the planning and execution stages. It can be argued that
interconnected systems significantly contribute to teacher learning. This learning occurs in a
variety of contexts and encompasses both the individual teacher and the broader system in which
the teacher is an active participant (Borko, 2004). Reading instruction, according to Woulfin and
Gabriel (2020), tends to overlook the larger context of educational systems and school
environments.
The organizational environment is a pivotal factor contributing to performance disparities
within an organization (Clark & Estes, 2008). According to Clark and Estes (2008),
organizational culture, value streams, and the availability of material resources have a significant
impact on performance. Knowledge, competencies, and motivation, as well as the integration of
organizational processes, must be used effectively to achieve organizational objectives (Clark &
Estes, 2008). These elements are important in identifying and diagnosing performance gaps, and

IMPACT OF LETRS PROFESSIONAL LEARNING 48
they are also influenced by the organization’s culture. Consequently, understanding an
organization’s culture provides insight into the underlying values and beliefs that drive the
organization’s behavior.
Organizational culture is a complex phenomenon. Scholars such as Schein and Schein
(2017) have studied culture and classified it into artifacts, espoused values, and underlying
assumptions. Gallimore and Goldenberg (2001) provide a framework to distinguish “cultural
models” and “cultural settings” to understand the foundational factors shaping organizational
structures. Fullan and Quinn (2016) contribute a framework for whole system change by
identifying drivers such as focusing direction, cultivating collaborative cultures, deepening
learning, and securing accountability. Overall, these studies shed light on the multifaceted nature
of organizational culture and its implications for the organization’s effective functioning and
change management.
Schein and Schein (2017) define cultures as:
the accumulated shared learning of that group as it solves its problems of external
adaption and internal integration; which has worked well enough to be considered valid
and, therefore, to be taught to new members as the correct way to perceive, think, feel,
and behave in relation to those problems. This accumulated learning is a pattern or
system of beliefs, values, and behavioral norms that come to be taken for granted as basic
assumptions and eventually drop out of awareness. (p. 6).
Although certain aspects of culture are easily recognizable, the deep-rooted assumptions that
determine organizational culture often remain elusive (Clark & Estes, 2008; Rueda, 2011; Schein
& Schein, 2017). Schein and Schein (2017) classified culture into three distinct groups based on
its observability and explanatory power: artifacts, espoused values, and underlying assumptions.

IMPACT OF LETRS PROFESSIONAL LEARNING 49
Artifacts are the observable elements of culture and provide limited insight into understanding
the essence of an organization’s culture. On the other end of the spectrum, an organization’s
underlying assumptions, although challenging to identify, provide a profound insight into
organizational behavior (Schein & Schein, 2017).
A framework was developed by Gallimore and Goldenberg (2001) to understand how
culture influences structures, processes, and dynamics. In their framework, organizational culture
is broadly classified into two key components: “cultural models” and “cultural settings.” Cultural
models refer to a collective group’s understanding of how the world operates, whereas cultural
settings refer to the interactions between individuals within an organization (Gallimore &
Goldenberg, 2001; Rueda, 2011). Additionally, Rueda (2011) emphasized that cultural models
and settings have a reciprocal relationship. Individuals both exist within and exert influence over
cultural settings; thereby, they have direct implications for the overarching cultural model that
defines organizational norms (Rueda, 2011).
Dixon et al. (1994) provided a set of guidelines for enhancing organizational change
efforts. Clark and Estes (2008) expanded Dixon et al.’s (1994) guidelines, recognizing specific
elements as providing the most comprehensive set of guidelines for enhancing the chances of
organizational change success. The framework presented by Clark and Estes (2008) incorporates
two more factors from the findings of the NRC (1996). Clark and Estes’ (2008) guidelines are as
follows:
1. Have a clear vision, and ways to measure progress.
2. Align the structures and the processes of the organization with goals.
3. Communicate constantly and candidly to those involved about plans and progress.
4. Top management must be continually involved in the improvement process.

IMPACT OF LETRS PROFESSIONAL LEARNING 50
5. Provide adequate knowledge, skills, and motivational support for everyone.
6. Caution! All change processes with the same name are not equal. (p.117-119)
In 2016, Fullan and Quinn developed a framework for identifying the conditions and
broad infrastructure levels that facilitate deep implementation. They identified four drivers for
whole system change: focusing direction, cultivating collaborative cultures, deepening learning,
and securing accountability (Fullan & Quinn, 2016). Focusing direction refers to the need to
integrate what the system is doing. Cultivating collaborative cultures oversees individualism by
producing strong groups and individuals. Deepening learning is the driver for better outcomes.
Lastly, securing accountability is achieved through developing internal capacity that interfaces
with external accountability systems (Fullan & Quinn, 2016). These drivers form the foundation
of the coherence framework. Multicultural models and settings can coexist simultaneously within
an organization. Accordingly, the next section of this literature review focuses attention on the
four drivers based on the coherence framework.
Focusing Direction
Harborview School District needs to have a clear vision for LETRS professional learning.
The importance of achieving shared understanding is consistent with recent research that
highlights the critical role of coherence in educational change initiatives (Fullan & Quinn, 2016).
The concept of coherence also aligns with established research, which recognizes it as an
important factor for effective teacher PD (Desimone, 2009; Garet et al., 2001). Furthermore, the
coherence of PD activities has a positive impact on changes in teaching practices, having an
effect size of 0.21 (Garet et al., 2001). This effect size implies that, when compared to teachers
who receive incoherent PD, those who receive coherent PD are more likely to modify their
practices (Garet et al., 2001).

IMPACT OF LETRS PROFESSIONAL LEARNING 51
A crucial prerequisite to becoming a learning organization is the organization’s deliberate
setting of goals and aligning them with their mission (Clark & Estes, 2008). Rueda (2011)
highlights the importance of establishing long-term, intermediate, and daily performance targets
as the first step in implementing Clark and Estes’ (2008) gap analysis model. For HSD to
successfully implement LETRS, long-term, intermediate, and daily performance goals must be
clearly defined and aligned with the organization’s mission, as well as the goals for the LETRS
PD supporting the organization’s overarching goals (Clark & Estes, 2008).
Securing Accountability
Harborview School District needs to measure progress in both teacher knowledge and
student outcomes. As a means of identifying gaps in organizational performance and designing
appropriate solutions, assessments offer evidence-based insights but also serve as a tool for
meeting external accountability demands (Clark & Estes, 2008; Rueda, 2011). According to
Ebrahim (2010), a balance must be struck between accountability demands and the cultivation of
a learning organization that remains aligned with its core values and established goals.
Consequently, effective assessments can facilitate an organization’s efforts to foster a learning
mindset while simultaneously demonstrating a return on investment (Clark & Estes, 2008;
Ebrahim, 2010; Rueda, 2011). To determine HSD’s potential to meet internal and external
accountability demands in its specific cultural setting, it is essential that it assess its performance
in both teacher knowledge and student outcomes.
Cultivating Collaborative Cultures
Harborview School District needs to cultivate collaborative cultures around LETRS
professional learning. Fullan and Quinn (2016) describe collaboration as a deeper experience that
can influence student learning. For collaborative approaches to achieve their full potential,

IMPACT OF LETRS PROFESSIONAL LEARNING 52
deliberate planning and execution are essential (Fullan & Quinn, 2016). It involves incorporating
whole systems, so everyone is learning, focusing on learning and pedagogical improvements,
building capacity to support innovation and implementation, establishing specific goals and
indicators to measure impact, being flexible and dynamic to respond to emerging needs, and
maintaining a sustainable organization. Meaningful collaboration is more likely to flourish when
the four components of the coherence framework are in place (Fullan & Quinn, 2016).
The act of cultivating collaborative cultures fulfills the “supporting collaboration”
element of Darling-Hammond et al.’s (2017) characteristics of effective PD. An effective PD
program provides teachers with opportunities to share ideas and engage in collaborative learning,
often within the context of their daily work (Darling-Hammond et al., 2017). Several studies
have shown that teacher PD is more effective in influencing teacher learning and practice when
teachers from the same school, department, or grade level participate together (Birman et al.,
2000; Desimone et al., 2002; Garet et al., 2001).
Deepening Learning
Harborview School District needs to deepen learning in scientific-based reading
strategies. Research on PD has determined that teachers require dedicated time for acquiring,
internalizing, discussing, and applying new knowledge (Garet et al., 2001). To facilitate
teachers’ PL in LETRS, it is imperative that the organizational conditions be set to ensure that
LETRS PL is continuous and sustained rather than brief and sporadic. Furthermore, the pace and
scope of changes introduced to teachers must also be carefully managed to ensure that these
enhancements can be integrated and sustained (Robinson, 2018). Rueda (2011) highlighted the
difficulty in defining the interconnected tasks that constitute a role within an organization, as
well as identifying the knowledge and skills required for their execution. To clarify the

IMPACT OF LETRS PROFESSIONAL LEARNING 53
knowledge required to teach scientifically based reading instruction, it is important to identify
the discrete knowledge influences that affect performance outcomes and associated assessment
approaches for identifying current knowledge gaps.
Table 3 presents HSD’ organizational mission and the stakeholder goal for LETRS
participants. Additionally, it presents the organizational influences using the coherence
framework (Fullan & Quinn, 2016).
Table 3
Organizational Influences, Drivers, and Assessments
Organizational Mission
In an environment of high expectations and high support the staff of Harborview School
District will continually learn, lead, utilize data, and collaborate to ensure student achievement
and success.
LETRS Participant Goal
“Bridge to Practice” student focus groups will meet stretch goals in literacy by January 2024
and June 2024 as measured by iReady diagnostic.
Assumed Organizational
Influences
Organizational Driver Organizational Influence
Assessment
Harborview School District needs
to have a clear vision for LETRS
professional learning.
Focusing Direction ● Survey
Harborview School District needs
to measure progress in both teacher
knowledge and student outcomes.
Securing Accountability ● Student outcomes as
measured by iReady
diagnostic
● Teacher knowledge
as measured by
LETRS pre- and
post-assessments
Harborview School District needs
to cultivate collaborative cultures
around LETRS professional
learning.
Cultivating Collaborative
Cultures
● Survey

IMPACT OF LETRS PROFESSIONAL LEARNING 54
Assumed Organizational
Influences
Organizational Driver Organizational Influence
Assessment
Harborview School District needs
to deepen learning in scientific
based reading strategies.
Deepening Learning ● Teacher knowledge
as measured by
Lexia LETRS preand post- unit
assessments
● Survey
Conceptual Framework
The use of conceptual frameworks allows researchers to examine problems from a
specific perspective (Merriam & Tisdell, 2016). By using the conceptual framework lens, the
researcher can draw on existing literature, prior research, and personal experience to formulate
their thoughts regarding the issue of interest (Merriam & Tisdell, 2016). In this study, assumed
KMO influences were outlined independently. These influences, however, constantly interact
with one another. As shown in Figure 2, this study’s conceptual framework illustrates the
researcher’s theory regarding how the three KMO influences interact to influence student
outcomes in reading. Maxwell (2013) asserts that a researcher’s personal experiences
significantly shape how they frame and comprehend the research question, design, and
outcomes.
The conceptual framework model presented aligns with a theory of action structure. At
the apex of this structure is the creation of organizational conditions for effective PL. The
coherence framework (Fullan & Quinn, 2016) is applied to this segment of the theory. The four
drivers supporting whole system change correlate with organizational needs: establishing a clear
vision for LETRS PL, assessing progress in teacher knowledge and student outcomes, cultivating
a collaborative culture around LETRS PL, and enhancing the development of scientifically based
reading strategies to enhance learning. The coherence framework (Fullan & Quinn, 2016)

IMPACT OF LETRS PROFESSIONAL LEARNING 55
facilitates understanding of the conditions and broader infrastructure levels for the
comprehensive implementation of LETRS PL.
Figure 2
Conceptual Framework: A Professional Learning Relationship to Student Learning (Knowledge,
Motivation, and Organizational Influences)

IMPACT OF LETRS PROFESSIONAL LEARNING 56
The next layer of the conceptual framework model focuses on teacher engagement in PL.
Using Krawohl’s (2002) application of Bloom’s taxonomy, the left side illustrates the different
types of teacher knowledge. The focus of this study is on two of the four types of knowledge:
factual and conceptual. HSD literacy teachers should possess factual knowledge of scientificbased reading instructional strategies, specifically phonemic awareness, phonics, fluency,
vocabulary, and comprehension. Moreover, they should align their practices with these
scientifically based reading instructional strategies (conceptual knowledge). On the right side of
the model, teacher motivation is illustrated using concepts from the expectancy-value theory.
The concepts include: LETRS PL participants must believe in their abilities (expectancies for
success), value scientifically based reading instruction (task value), and be willing to invest
considerable time and resources (cost). Theoretically, if the organizational conditions are
conducive to deep implementation of LETRS and if teachers acquire sufficient knowledge, apply
that knowledge, and are motivated to participate in PL, student outcomes in reading should
improve.
Summary
This study aims to determine the relationship between LETRS PL and literacy-based
student outcomes. However, determining whether professional learning improves student results
proves challenging due to its complex and multifaceted nature (Meissel et al., 2016). There is no
single evidence-based factor that proves sufficient for successful professional learning. However,
the available evidence offers insights into the foundational elements that are needed to make PD
programs successful (Tooley & Connally, 2016). To achieve meaningful teacher learning,
comprehensive changes must span multiple areas of influence, requiring cyclical movements
between systems. To predict effective teacher learning, pedagogical change, and student

IMPACT OF LETRS PROFESSIONAL LEARNING 57
outcomes, we must expand our causal assumptions about PD and acknowledge that its features
may interact differently under different circumstances and contexts. To maximize the impact of
PD, it is vital to address common obstacles during its conception and execution stages (DarlingHammond et al., 2017).
The science of reading is well-supported by research, which delineates developmental
aspects and instructional methodologies that are likely to improve reading outcomes (NRP &
NICHD, 2000; NCTQ, 2023). Nevertheless, there is persistent resistance toward adopting
scientifically grounded reading instructional practices (Moats, 2007; Seidenberg, 2018). To
examine the impact of LETRS PD on student outcomes, a wide range of studies were examined
in this literature review. Each study offered a unique insight into how LETRS PL impacts teacher
knowledge, practices, beliefs, and student outcomes. Using Clark and Estes’ (2008) gap analysis
framework, this review analyzed evidence-based research into knowledge, motivation, and
organizational influences in relation to HSD’ performance goals in English Language Arts,
providing insights into ways to enhance reading performance outcomes.

IMPACT OF LETRS PROFESSIONAL LEARNING 58
CHAPTER THREE: METHODOLOGY
The purpose of this quantitative evaluation study was to determine whether teacher
subject knowledge in LETRS professional learning (PL) and teacher motivation toward
improving their subject knowledge contribute to students’ reading growth and outcomes.
Additionally, surveys were used to explore organizational influences to effectively implement
evidence-based reading professional learning. In this chapter, I describe the research design and
questions, methods and procedures, research setting, and participants.
Research Questions
1. To what extent does teacher subject knowledge in LETRS professional learning
contribute to students’ reading proficiency and growth?
2. To what extent does teacher motivation toward improving subject knowledge contribute
to students’ reading proficiency and growth?
3. What are the recommended organizational solutions to effectively implement evidencebased reading professional learning?
Overview of Design
Three methodologies—assessment of student reading outcomes, assessment of teacher
knowledge, and a staff survey—were used to assess the impact of LETRS PL on student reading
outcomes. Student reading outcomes are measured using the iReady diagnostic. This diagnostic
provides a reliable and valid measure of student progress and outcomes, allowing for evaluation
of reading proficiency and growth over time. Teacher subject knowledge was measured using the
Lexia LETRS online platform. Assessments include pretests and posttests for each volume, unit
assessments, and checks for understanding. A survey questionnaire was used to gather data on
staff motivation to improve subject knowledge and their perceptions of the effectiveness of

IMPACT OF LETRS PROFESSIONAL LEARNING 59
LETRS PL in enhancing their instructional practices and student outcomes. The survey included
both closed-ended questions with Likert-scale responses and open-ended questions to capture a
comprehensive understanding of staff experiences and perspectives. Together, these
methodologies aimed to provide multiple lens to examine the relationship between LETRS PL
and reading student outcomes.
Quantitative, quasi-experimental design were employed in this study specifically using
causal comparative data analysis. In quantitative research, relationships between variables are
examined (Creswell & Creswell, 2018). Comparative data analysis method was used to compare
the reading proficiency and growth of students in focus groups based on the number of hours or
units of LETRS PL that teachers have successfully completed, as well as teachers’ motivation to
improve subject knowledge. Quantitative research with causal comparative data analysis is wellsuited to the study’s purpose since it allows for a systematic examination of the relationship
between PL and student reading proficiency and growth. Experimental research designs allow
for the manipulation of one or more variables to evaluate how the manipulation impacts an
outcome (Creswell & Creswell, 2018). As there will be no control group in this study, quasiexperimental design was used. The study data was collected via a survey. In survey research, a
sample of a population is studied to provide a quantitative description of trends, attitudes, or
opinions of that population (Fowler, 2009). Researchers who use survey and quasi-experimental
designs can draw inferences about relationships between variables (Creswell & Creswell, 2018).
Correlational statistics, specifically the Pearson R correlation, were used to determine the extent
of relationships between variables of interest (Creswell & Creswell, 2018). The repeated
measures ANOVA and one-way ANOVA statistics were used to gauge differences in outcomes.

IMPACT OF LETRS PROFESSIONAL LEARNING 60
LETRS Professional Learning Overview
LETRS served as the evidence-based PL program in this study. LETRS is a content-specific
professional development system delivered in two volumes, each comprising four units (Table 4).
Each volume contains approximately 120 hours of content. Each volume is administered over the
course of a year, with the full course spanning 2 years (see Table 5 and Table 6). LETRS PL includes
online modules, reading, and Bridge to Practice activities to facilitate application of the learning.
Online modules: The LETRS program includes online learning modules that educators
can access at their own pace. These modules cover a wide range of topics, including language
structures, cognitive processes involved in reading and spelling, and instructional strategies for
effectively teaching these skills. The online modules incorporate interactive activities, video
demonstrations, and opportunities for self-reflection to reinforce the key concepts (Lexia, n.d.-b).
Face-to-Face Workshops: The LETRS program includes facilitated, in-person
workshops led by literacy experts. These workshops provide learning environment where
participants engage in collaborative discussions, hands-on activities, and real-time
demonstrations of effective instructional practices. The face-to-face sessions allow for deeper
exploration of the content and opportunities for participants to receive feedback and support
from their peers and the workshop facilitators (Lexia, n.d.-b).
Bridge to Practice: The “Bridge to Practice” component serves as a critical link between
the theoretical knowledge gained and its practical application in the classroom. These activities
allow teachers to apply their learning to daily classroom instruction, with participants completing
them at the end of each session (Lexia, n.d.-b).

IMPACT OF LETRS PROFESSIONAL LEARNING 61
Table 4
LETRS Units Overview
Year 1 (Units 1-4) Year 2 (Units 5-8)
Unit 1: The Challenge of Learning to Read Unit 5: The Mighty Word: Oral Language
and Vocabulary
Unit 2: The Speech Sounds of English Unit 6: Digging for Meaning: Understanding
Reading Comprehension
Unit 3: Teaching Beginning Phonics, Word
Recognition, and Spelling
Unit 7: Text-Driven Comprehension
Instruction
Unit 4: Advanced Decoding, Spelling, and
Word Recognition
Unit 8: The Reading-Writing Connection
Note. Adapted from Voyager Sopris Learning (n.d.-b).
Table 5
Year 1 LETRS Overview
Online Reading Bridge to
Practice
Face-toFace
Total
Unit 1 5-6.5 hrs 2.5-3.5 hrs 2.5-3.5 hrs 6 hrs 16-19.5 hrs
Unit 2 6.5-8 hrs 2.5-4 hrs 2-3.5 hrs 6 hrs 17-21.5 hrs
Unit 3 7-8.5 hrs 2.5-4 hrs 2.5-4 hrs 6 hrs 18-22.5 hrs
Unit 4 8.5-10 hrs 2.5-4 hrs 2.5-3.5 hrs 6 hrs 19.5-23.5 hrs
Units 1–4
Total
27-33 hrs 10-15.5 hrs 9.5-14.5 hrs 24 hrs 70.5-87 hrs
Note. Adapted from Lexia (n.d.-a).
Table 6
Year 2 LETRS Overview
Online Reading Bridge to
Practice
Face-toFace
Total
Unit 5 5-6.5 hrs 2-3 hrs 3-4 hrs 6 hrs 16.5-19.5 hrs
Unit 6 5.5-6.5 hrs 2-3 hrs 3-4 hrs 6 hrs 16.5-19.5 hrs
Unit 7 5.5-6.5 hrs 1.5-2.5 hrs 3-4 hrs 6 hrs 16-19 hrs
Unit 8 6.5-8 hrs 3-4 hrs 3-4 hrs 6 hrs 18-23 hrs
Units 5–8
Total
23-29.5 hrs 8.5-12.5 hrs 11.5-16 hrs 24 hrs 67-81 hrs
Course Total
(Units 1-8)
50-61.5 hrs 18.5-28 hrs 18-27 hrs 48 hrs 137.5-168
hrs
Note. Adapted from Lexia (n.d.-a).

IMPACT OF LETRS PROFESSIONAL LEARNING 62
Research Setting
Harborview School District (HSD) is an urban Washington State school district with
approximately 3,000 staff and 21,000 students. The diverse student population speaks over 100
languages, with over 76% identifying as non-White.
Participants
Harborview School District organizes and schedules LETRS PL. In this study, the
participants were selected based on the following criteria: HSD elementary staff who began
participating in LETRS PL during the 2022–2023 school year. Eligible staff were recruited to
participate in the survey in person at a pre-scheduled PL and via email. LETRS PL is provided to
classroom teachers, elementary instructional coaches, literacy development teachers, and
interventionists. Classroom teachers are educators who work directly with students in a
traditional classroom setting. Elementary instructional coaches are educators who collaborate
with teachers to improve their teaching practices and student learning outcomes. Their primary
goal is to support and guide teachers as they develop their instructional skills, implement
effective teaching strategies, and incorporate research-based methods into their classrooms.
Literacy development teachers are early literacy specialists. They work directly with students,
collaborating with classroom teachers to help achieve the school’s overall literacy goals. Lastly,
interventionists provide targeted support to individuals or small groups of students in all content
areas.
Each staff member participating in LETRS PL uses the i-Ready Diagnostic to identify at
least three students who are reading below grade level. These student names and identification
numbers are submitted to the district facilitator for data tracking for purposes outside of this
study, and they are the study’s subjects. These students form the Bridge to Practice focus groups.

IMPACT OF LETRS PROFESSIONAL LEARNING 63
The Bridge to Practice activities in the Lexia LETRS learning platform allow teachers to apply
their learning to practice. The completion of Bridge to Practice activities is verified at the end of
each unit during the unit documentation session. The staff cannot proceed to the next session
(unit assessment) until the Bridge to Practice checklist has been completed.
The Researcher
As Executive Director of Scholar Learning, Academic Programs, and Staff Development,
my positionality provides valuable insights, access, and perspectives regarding this problem of
practice. In my role, I oversee and guide educational practices within HSD, which can inform
this research by considering the impact of policies, resources, and support systems on teacher
effectiveness. While my position may offer insights into the organizational context, it may also
have potential disadvantages, including bias and subjectivity regarding my relationships with
individual teachers and their practices, as well as power imbalances (Creswell & Creswell,
2018).
My positionality entails significant decision-making power within the organization. I
facilitate the allocation of resources, the development of curriculum, and the provision of PL
opportunities across grade levels and content areas. I am responsible for overseeing literacy
initiatives, including LETRS implementation. Insider research falls along a continuum that is
influenced by the degree of “closeness” between the researcher and the topic of the research
(Mercer, 2007). As insider research is often open to criticism and subject to scrutiny, it is
particularly important to ensure that the research design is trustworthy. Validity, reliability, and
objectivity are concepts related to trustworthiness (Creswell & Creswell, 2018). To mitigate bias
and ensure the trustworthiness of research findings, I must establish transparency and
acknowledge my insider status as an individual deeply embedded within this organization.

IMPACT OF LETRS PROFESSIONAL LEARNING 64
Transparency, however, raises ethical dilemmas related to privacy and confidentiality, especially
when accessing sensitive student and staff information. By openly addressing my insider status,
acknowledging potential biases, and implementing strategies to mitigate them, I strive to uphold
the integrity and validity of my research as well as utilize my positionality to contribute
meaningfully to educational scholarship and practice.
Data Sources
The primary focus of this study was to assess student progress in literacy, specifically in
the domain of reading. Central to this investigation is a data collection strategy aligned with the
conceptual framework, encompassing both quantitative and qualitative measures. This section
provides a detailed overview of the data sources in this study. Data sources include:
1. Assessment of Student Learning: This involves the use of the i-Ready Diagnostic tool, a
standardized assessment.
2. LETRS Pre- and Post-Tests: These tests gauge the change in teacher knowledge across
the duration of the LETRS modules.
3. LETRS Participant Survey: Administered via Qualtrics, this survey collects both
quantitative data through Likert scale items and qualitative feedback via open-ended
questions.
Together, these data sources form a comprehensive framework for assessing the study’s
aims: enhancing teacher knowledge through PL and measuring subsequent growth and
proficiency measures in student literacy. This multilayered data collection strategy is designed to
provide robust, empirical evidence to answer the study’s research questions.

IMPACT OF LETRS PROFESSIONAL LEARNING 65
Assessment of Student Learning
The i-Ready Diagnostic, published by Curriculum Associates, was used to collect student
growth and proficiency data. The i-Ready Diagnostic is used to assess over 10 million students in
the United States (Braatz, 2022). Curriculum Associates (n.d.) found a high correlation (.83)
between the i-Ready Diagnostic for English Language Arts and the National Smarter Balanced
Assessment using ELA spring data in 2022. With i-Ready Diagnostic, each student’s scaled
reading proficiency score is based on their performance in the following five domains:
phonological awareness, phonics, mastery of high-frequency words, vocabulary comprehension,
and understanding of both literature and informational texts.
Assessment of Student Learning: Growth Measure
The i-Ready growth model provides a measure of Typical Growth. Typical Growth is
measured by comparing a student’s progress to the average growth of peers at the same grade
level and initial baseline placement (Curriculum Associates, 2023). The i-Ready program
recommends that students aim to exceed 100% of their Typical Growth by the end of the
academic year (Curriculum Associates, 2023). Typical Growth is calculated by determining the
median, specifically the 50th percentile, of student progress at each grade level and placement
tier on the i-Ready Diagnostic. The median metric is centered around the “middle student,”
which indicates that approximately half of all students progressed more than the median, while
the other half progressed less than the median. Rather than focusing solely on scale point
increases, tracking progress toward the Typical Growth benchmark provides a more effective
means of gauging individual student progress and identifying patterns across cohorts
(Curriculum Associates, 2023). After the winter or midyear, Diagnostic Growth reports are used
to evaluate student progress toward growth measures. Table 7 outlines growth benchmarks for

IMPACT OF LETRS PROFESSIONAL LEARNING 66
individuals and groups of students based on diagnostic assessments conducted at different points
in the academic year.
Table 7
Benchmarks for Individual and Group Progress
Diagnostic
assessment
point
Individual students Groups of students (e.g., districts,
schools, classes):
Spring or end
of year
Diagnostic
Growth
Look for 100% + progress to Typical
Growth
Look for 100% + median progress
to Typical Growth
Assessment of Student Learning: Proficiency Measure
i-Ready Diagnostic uses 5-level placements to calculate student proficiency. Regardless
of the time of the year, the 5-level placements remain the same. The 5-level placements are
available for all grade levels. However, students in grades K–1 cannot be placed in all five
levels, as it is not possible for students in the lowest grades to be two or three grade levels below
their peers (Curriculum Associates, 2022). i-Ready’s placement is described as follows:
● Mid or Above Grade Level: Students at this level have met or exceeded the minimum
requirements for college and career-ready standards for their grade level.
● Early On-Grade Level: Students at this level have partially met the grade-level
expectations. They will benefit from continued instruction at their grade level.
● One Grade Level Below: Students at this level are approaching grade-level expectations.
They will benefit from continued instruction at their grade level.
● Two Grade Levels Below: Students at this level will likely need additional support with
key skills below their chronological grade level to be ready for grade-level instruction.

IMPACT OF LETRS PROFESSIONAL LEARNING 67
● Three or More Grade Levels Below: Students at this level will likely need additional
support with key skills below their chronological grade level to be ready for grade-level
instruction (Curriculum Associates, 2022).
The school district already obtains the i-Ready data three times a year for its own
purposes; thus, the i-Ready data collected for this study is secondary data. In this data collection
method, the median progress toward the annual Typical Growth and 5-level placements of
students from the Bridge to Practice focus groups was collected.
LETRS Pre and Post Test
The Lexia LETRS online platform uses assessments to help educators track their progress
in improving their subject knowledge. Assessments consists of pretests and posttests for each
volume, unit assessments, and checks for understanding. Each LETRS assessment is described in
detail below.
Pretests
Pretests are given at the beginning of Volumes 1 (Units 1–4) and 2 (Units 5–8). Pretests
serve as documentation of teachers’ subject knowledge at the start of each volume. The Volume
1 pretest has 45 questions, while the Volume 2 pretest has 40 questions. Pretests are not timed.
During the assessment, participants may refer to their notes or manual. However, the pretests can
only be taken once.
Posttests
Participants complete the posttests at the end of Volumes 1 (Units 1–4) and 2 (Units 5–8).
The Volume 1 posttest has 45 questions, whereas the Volume 2 posttest has 40 questions. These
assessments are also not timed, and participants are allowed to check their notes or manual.
Participants are only given one attempt to complete the post-test. In general, participants are

IMPACT OF LETRS PROFESSIONAL LEARNING 68
unable to retake the posttest. However, Lexia provides an exemption to participants who are
seeking to become LETRS facilitators, as they need to receive posttest scores between 80% and
87%. These participants may request to retake the posttest one more time.
The district uses the Lexia LETRS online platform data for its own purposes. Thus, for
this study, Lexia LETRS is secondary data. I used the LETRS online platform to measure the
number of units successfully completed by staff members, as defined by scores of 80% or higher
on unit assessments. Pretest and posttest scores were also collected to measure teacher subject
knowledge in LETRS over time.
LETRS Participant Survey
Using Qualtrics software, I administered a LETRS participant survey that includes Likert
scale items and open-ended questions to study participants who have completed Volume 1 of the
LETRS PL program. Data from the Likert scale items were analyzed using statistical methods to
identify patterns and correlations, while qualitative responses were coded and thematically
analyzed to capture deeper insights and validate the quantitative findings.
Expectancy-Value-Cost Scale
The Expectancy-Value-Cost Scale, adapted from Osman & Warner (2020), was utilized
to assess the three primary constructs of the expectancy-value-cost theory. The ExpectancyValue-Cost Scale is a valid and reliable tool that measures teachers’ expectancies for success,
task values, and perceived costs to implement what they have learned from their PL experiences.
Participants rated their level of agreement regarding items using a 6-point Likert-type scale,
ranging from strongly disagree to strongly agree.

IMPACT OF LETRS PROFESSIONAL LEARNING 69
Organizational Factors Survey Questions
These survey items are designed to explore the institutional context and conditions
surrounding the PL experience. Participants rated their level of agreement regarding focusing
direction, securing accountability, and cultivating collaborative cultures using a 6-point Likerttype scale, ranging from strongly disagree to strongly agree.
Open-Ended Survey Questions
These survey questions asked for qualitative responses about how the school district
supports deepening learning and organizational conditions through LETRS, as well as the direct
impact on teaching practices and student outcomes. Organizational conditions refer to the
structures, policies, and support systems put in place by the school district that impact
participation in LETRS PD. These questions aimed to gather specific examples and anecdotal
evidence of change.
Table 8 summarizes the research questions and aligns them with the specific data sources
utilized. This alignment ensures a systematic approach to data collection and analysis, facilitating
the investigation of how teacher PL through LETRS contributes to student literacy growth and
proficiency. Additionally, it helps identify organizational solutions for the effective
implementation of evidence-based reading instruction.

IMPACT OF LETRS PROFESSIONAL LEARNING 70
Table 8
Data Sources
Research Question Data Source 1 Data Source
2
Data Source
3
Data Source
4
To what extent does teacher
subject knowledge in LETRS
professional learning
contribute to students’
reading growth and
proficiency?
Median progress
toward the
annual Typical
Growth of
students in the
focus groups.
Placement
distribution
of students
in the focus
groups on
the i-Ready
Diagnostic
Number of
completed
units in
LETRS
professional
learning.
Teacher
knowledge
as measured
by LETRS
pre- and
postassessments.
To what extent does teacher
motivation toward improving
subject knowledge contribute
to students’ reading growth?
Median progress
toward the
annual Typical
Growth of
students in the
focus groups.
Placement
distribution
of students
in the focus
groups on
the i-Ready
Diagnostic
LETRS
participant
survey
x
What are the recommended
organizational solutions to
effectively implement
evidence-based reading
professional learning?
Median progress
toward the
annual Typical
Growth of
students in the
focus groups.
Placement
distribution
of students
in the focus
groups on
the i-Ready
Diagnostic
LETRS
participant
survey
x
Data Collection
Students take the i-Ready Diagnostic three times a year. Their scaled reading scores are
automatically posted after each assessment. Classroom teachers, test proctors, testing site
coordinators, and district employees with testing rights may view the results. Lexia LETRS
collects and posts PL data automatically through its online platform. Individual staff members
and district employees with testing rights can access these results. In my role in the school

IMPACT OF LETRS PROFESSIONAL LEARNING 71
district, I have access to both i-Ready Diagnostic and Lexia LETRS PL data. For this study, I
used Excel spreadsheets to collect, collate, and analyze data from these sources.
I created an online survey that contains the EVC-PD scale using Qualtrics survey
software. The survey was disseminated to educators participating in the study who have taken
LETRS PL training and completed Volume 1 between March 2023 and March 2024. I collected
the survey responses in person during a pre-scheduled PL session. The survey remained open for
five business days following the session.
Data Analysis
The data analysis in this study was conducted using a multifaceted approach, leveraging
both quantitative and qualitative methods to thoroughly evaluate the impact of LETRS
professional learning on student literacy outcomes. This section outlines data analysis methods
for each research question.
Research Question 1
Teacher subject knowledge, student reading proficiency, and student growth analysis
were analyzed using repeated measures ANOVA, one-way ANOVA, Pearson’s correlation
coefficient, and qualitative thematic analysis.
Quantitative Analysis
1. Repeated Measures ANOVA: Repeated measures ANOVA was used to assess the
correlation between teachers’ completion of LETRS units and students’ reading
proficiency and growth over time. This analysis was applied specifically to the i-Ready
Diagnostic data, which measured student placement scores across different time points—
namely, baseline, after 1–2 units, after 3–4 units, and so forth. The technique allowed for
the evaluation of changes in student scores as their teachers progressed through the

IMPACT OF LETRS PROFESSIONAL LEARNING 72
LETRS training, with consideration given to sphericity assumptions, evaluated via
Mauchly’s test. Where assumptions were violated, the Greenhouse-Geisser estimate was
utilized.
2. One-Way ANOVA: The one-way ANOVA provided additional insights by comparing
student proficiency scores across different categories of LETRS unit completion. This
analysis focused exclusively on assessing whether distinct differences in literacy
outcomes existed between groups where teachers completed varying numbers of training
units (e.g., 1–2 units versus 7–8 units). This statistical approach facilitated the
identification of correlations between the extent of teacher PL and student reading
outcomes.
Qualitative Analysis
To complement the quantitative findings, qualitative content analysis was performed on
the open-ended survey responses and LETRS program-related documents. Using systematic
coding techniques, qualitative data was analyzed for thematic patterns and trends that provided
deeper insights into the practical application of LETRS strategies. Themes included teacher
implementation strategies, perceived benefits, and challenges associated with professional
learning. These insights were essential in forming recommendations for successful LETRS PL
implementation.
Research Question 2
The analysis for Research Question 2 focused on exploring the relationship between
teacher motivation factors and student reading growth and proficiency. This was achieved using
Pearson's R correlation, which offered insights into the potential correlation between higher
teacher motivation and improved student reading outcomes.

IMPACT OF LETRS PROFESSIONAL LEARNING 73
Quantitative Analysis
1. Pearson's R Correlation: Pearson R correlation was used to assess the relationships
among motivational components: expectancies for success, task value, and perceived
costs. This approach enables the exploration of linear relationships between motivational
factors as measured by the Expectancy-Value-Cost in Professional Development (EVCPD) scale and student reading growth and proficiency scores. The motivational factors
were combined into a composite scale named "Motivation" and correlated with student
reading proficiency scores at baseline and after the completion of 7–8 units of LETRS
PL.
2. Validation of Motivational Factors: To assess differences in teachers' motivational factors
related to the LETRS professional learning program, a quantitative analysis was
conducted focusing on task value, expectancy for success, and cost. This involved using a
statistical t-test to compare the mean scores of these two constructs, as reported by the
teachers. Additionally, the effect size was calculated using Cohen’s d.
3. Visual Representation and Analysis: A scatterplot was utilized to visually represent the
distribution of teachers' scores across expectancy for success, task value, and perceived
costs. The plot categorized teachers into four quadrants, providing a graphical illustration
of their motivation profiles in the context of LETRS PL.
Research Question 3
Quantitative Analysis
LETRS Participant Staff Survey Analysis: The quantitative analysis method involved a
survey of staff perceptions regarding key organizational factors related to LETRS professional
learning. Quantitative data was systematically collected and analyzed to understand staff

IMPACT OF LETRS PROFESSIONAL LEARNING 74
consensus on these areas, which served as a foundation for evaluating organizational strengths
and identifying areas for enhancement within the conceptual framework.
Qualitative Analysis
A thematic analysis of qualitative survey responses was conducted to delve deeper into
the organizational factors influencing the implementation of LETRS PL. This method involved
coding responses to identify recurring themes and patterns within the data. The analysis aimed to
uncover underlying perceptions and experiences of staff members, focusing on their views
regarding district support, resources, and collaborative practices. Through systematic
categorization and examination of these responses, the thematic analysis provided a nuanced
understanding of staff perspectives, revealing qualitative dimensions that complement the
quantitative findings and offering valuable context to inform strategic recommendations for
enhancing the efficacy of the PL program.
These structured methodologies provided a comprehensive examination of each research
question, integrating both quantitative and qualitative insights, enhancing the understanding of
the impact of LETRS PL on student outcomes.
Validity and Reliability
The research project followed IRB guidance and adhered to the ethical responsibility of
safeguarding the welfare of study participants. As part of these measures, I ensured that HSD
staff participants are informed of their rights as participants, how their data will be used and kept
confidential, and how they will be treated as collaborators rather than mere study subjects. I
obtained informed consent from participants by providing them comprehensive information
about the nature of the research, potential risks associated with participation, and the voluntary

IMPACT OF LETRS PROFESSIONAL LEARNING 75
nature of their involvement (Creswell & Creswell, 2018). Data for external reports or
presentations related to the study findings were aggregated to ensure participant confidentiality.
Ethical Considerations
I obtained permission from the school district to use the i-Ready Diagnostic and Lexia
LETRS PL data for the current study. I requested IRB approval. To maintain anonymity, a
pseudonym was created for the school district, and the school district location will not be
revealed in all instances. As the participating school district is already collecting the i-Ready
diagnostic data for student achievement for its own use outside the scope of this study, obtaining
informed consent from students’ guardians was not required. Similarly, informed consent from
staff members was not required as the school district collects their Lexia LETRS PL data for
internal purposes outside the scope of this study. The staff survey portion of the study, however,
required informed consent. After receiving IRB approval for the study, I sent an email to staff
members who are participating in LETRS PL to explain the study and provide a copy of the
consent letter and the electronic link to the survey.

IMPACT OF LETRS PROFESSIONAL LEARNING 76
CHAPTER FOUR: FINDINGS
This chapter is structured around three research questions (RQs) that addressed the
contributions of teacher subject knowledge, motivation, and organizational factors to students’
reading proficiency and growth. The researcher conducted a quasi-experimental study to explore
the relationships between the variables of interest. The following sections provide summaries of
the three RQs and the methods employed to address them. The findings are then presented using
statistics and themes gathered from the quantitative data and participant surveys. The validation
of knowledge influences, motivational factors, and organizational factors is presented in tables
that categorize them as either assets or needs.
Research Question 1: Findings
RQ1: To what extent does teacher subject knowledge in LETRS professional learning
contribute to students’ reading proficiency and growth?
RQ1 focused on the assumed knowledge influence of factual and conceptual
understandings in literacy instruction. Factual knowledge is evident in the statement: “Staff
teaching literacy need content knowledge in scientific-based reading instructional strategies,
including phonemic awareness, phonics, fluency, vocabulary, and comprehension.” Conceptual
knowledge is evident in the statement: “Staff teaching literacy need to align practices with
scientific-based reading instructional strategies.” To answer RQ1, a pre- and post-assessment
using the Lexia LETRS online platform was used to investigate factual knowledge, while openended survey questions were used to explore conceptual knowledge. The validation of these
knowledge influences has been summarized in Table 9, which categorizes them as either assets
or needs.

IMPACT OF LETRS PROFESSIONAL LEARNING 77
Table 9
Validation of Factual and Conceptual Findings
Assumed Knowledge Influences Knowledge Type
(i.e., declarative, procedural,
or metacognitive)
Validation
(i.e., asset or need)
Staff teaching literacy need to have
content knowledge in scientificbased reading instructional
strategies, including phonemic
awareness, phonics, fluency,
vocabulary, and comprehension.
Factual Asset
Staff teaching literacy need to align
practices with scientific-based
reading instructional strategies.
Conceptual Asset
Factual Knowledge
Staff teaching literacy need to have content knowledge in scientific-based reading
instructional strategies, including phonemic awareness, phonics, fluency, vocabulary, and
comprehension.
An analysis of the Lexia LETRS pre- and post-test scores reveals substantial
improvements in factual knowledge following engagement in LETRS professional learning (PL).
The mean pretest score for units 1–4 was 67.19% (SD = 12.71%). Accordingly, the mean scores
on units 1–4 increased significantly to 93.58% (SD = 7.13%), indicating an overall improvement
in performance and a decrease in score variability. Furthermore, the mean scores for units 5–8
pre- and post-test scores was 78.43% (SD = 11.03%) and 96.42% (SD = 5.69%), respectively.
For units 1–4, the mean score increased by approximately 26.39 percentage points, while for
units 5–8, the mean score increased by 17.99 percentage points. The standard deviations for both
unit tests have decreased from pre- to post-test, indicating that the scores have become more

IMPACT OF LETRS PROFESSIONAL LEARNING 78
consistent after participating in LETRS PL. The results of this analysis have been summarized in
Table 10. Figure 3 illustrates the distribution of the pre- and post-assessment scores for cohort 1.
Table 10
Descriptive Statistics for LETRS Pretest and Posttest Scores
Statistic Units 1–4 Pretest Units 1–4 Posttest Units 5–8 Pretest Units 5–8 Posttest
Mean 67.19% 93.58% 78.43% 96.42%
Standard Deviation 12.71% 7.13% 11.03% 5.69%
Minimum 44% 78% 50% 57%
Maximum 100% 100% 100% 100%
Median 71% 96% 80% 98%
Note. n = 36.
Figure 3
Lexia LETRS Pre- and Post-Assessment Results for Cohort 1
Conceptual Knowledge
Staff teaching literacy need to align practices with scientific-based reading instructional
strategies.
To explore conceptual knowledge, the researcher asked LETRS staff participants to
complete an online survey via the Qualtrics survey platform. The survey included several open0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Unit 1-4 Pretest Unit 1-4 Posttest Unit 5-8 Pretest Unit 5-8 Posttest
Pre and Post Lexia LETRS Assesssment Results
Cohort 1 (2022- 2024)

IMPACT OF LETRS PROFESSIONAL LEARNING 79
ended questions to understand how teachers have aligned their practices with scientifically based
reading instructional strategies, particularly those that deepen knowledge about scientifically
based reading instruction. The survey questions included:
1. How has Harborview School District supported the deepening of staff learning in
scientifically based reading strategies through LETRS professional development? Please
share any specific examples or experiences that have contributed to your understanding
and implementation of these strategies in your teaching practice.
2. Can you provide specific examples of instances where you have seen the impact of the
knowledge you gained in LETRS professional development on student learning
outcomes?
3. How have you integrated strategies and concepts learned in LETRS professional
development into your teaching practice?
Participant responses were then coded and analyzed to identify key themes that highlighted the
assumed knowledge influences. These key themes are supported by participant quotes (see Table
11. The analysis of staff survey responses indicates that staff teaching literacy is aligned with
practices related to scientifically based reading instructional strategies following engagement in
LETRS PL.

IMPACT OF LETRS PROFESSIONAL LEARNING 80
Table 11
Results by Theme
Theme Frequency Percentage
General Application (A) 35 81.3%
Specific Application (SA) 17 38.5%
Gained Knowledge and Conceptual
Understanding (K) 11 25.5%
General Student Growth and
Outcomes (SG) 17 39.5%
Specific Student Growth and
Outcomes (SGG) 13 30.2%
Note. n = 43.
Theme: General Application
“General application” reflects a broader application of LETRS principles, which is
characterized by participant observations of student progress without specific, quantifiable data.
Responses to this theme focused on participants’ perceptions of general improvements and
positive changes in professional practice and student outcomes. There is less emphasis on the use
of specific strategies or measurable outcomes. The language used by participants related to this
theme includes terms like “growth,” “progress,” “positive changes,” “more engaged,” or “seeing
improvements.” These general observations offer valuable insights into how participants
perceive the alignment of their teaching practices with scientifically based reading instruction as
a result of participating in LETRS PL, although they are less specific.
Participant responses reveal an emphasis on incorporating LETRS principles into
everyday teaching and PD efforts. The data showed that 81.3% of participants reported regularly
integrating LETRS into their practices, highlighting a significant adoption of LETRS principles.
Staff highlight the importance of dedicated time for training, collaborative learning, and applying

IMPACT OF LETRS PROFESSIONAL LEARNING 81
new knowledge to the classroom. One teacher stated: “HSD has designated time in our schedule
that is dedicated to training and the small group instruction in order for us to apply the skills we
have learned.” Another teacher shared, “Being able to have a focus group of students to practice
and apply my learnings was critical to deepening my learning of content from LETRS.” This
statement emphasized the importance of practical application. Another participant expressed,
“Being given the time to actually do the coursework during our day has been awesome.” These
statements emphasized the value of dedicated time for reflection and implementation.
The individual responses indicated a shift towards the science of reading. Teachers
reported incorporating strategies such as phonemic awareness activities, phonics instruction, and
explicit vocabulary development into their lessons. One participant stated, “I use LETRS
strategies EVERYDAY in my small group times.” Another participant confirmed this statement,
demonstrating that teachers are integrating LETRS into their daily practice. The participants
discussed building their own literacy expertise and sharing this knowledge with colleagues,
actively integrating LETRS concepts into their coaching conversations, professional
development workshops, and collaboration with other teachers and support personnel. This is
reflected in the participant statements: “I have brought my knowledge to PLCs with K-3
teachers” and “I have shared strategies with teachers during PLCs, in-class coaching, and during
coaching conversations.” This feedback indicates a community of practice emerging around
LETRS principles.
Theme: Specific Application
The “specific application” theme presents participants’ accounts of specific applications
of LETRS principles, strategies, and tools. These accounts may include descriptions of specific
strategies, techniques, or tools learned in LETRS PL that have been applied with students.

IMPACT OF LETRS PROFESSIONAL LEARNING 82
Participants provided examples of how they utilized these strategies in practice, often using
specific scenarios or lesson plans. Many applications focus on a particular aspect of reading
instruction, such as phonics, phonemic awareness, or comprehension. The “specific application”
theme sheds light on the practical application of LETRS principles, demonstrating how
participants are putting their PL knowledge into action.
The data revealed 38.5% of participants reported specific applications of LETRS
principles, strategies, and tools. Participants cited LETRS’s systematic and research-based
approach as an influential factor in their teaching methods. One participant shared, “LETRS gave
me the strategies I needed to teach first graders how to read in a systematic and research-based
approach.” The data further indicated that participants implemented various templates and
resources from LETRS to support their phonics and comprehension instruction. One teacher
stated, "I regularly use the phonics lesson template and the comprehension planning template
when planning.” Another participant describes how they revamped their approach to teaching
trick words through Fundations, aligning them according to phonic skills and implementing heart
words for irregular parts of words. Table 12 shows all the specific tools and strategies that were
reported in the survey.
Table 12
Tools and Strategies From LETRS PL Used by Participants
Staff Survey: Specific Application from LETRS PL
Phonics lesson template
Comprehension planning template
Comprehension graphic organizer
Sound wall
Skill based small groups
Decodables
Big movements for K-1 handwriting and letter practice
Sign language and visual cues

IMPACT OF LETRS PROFESSIONAL LEARNING 83
Staff Survey: Specific Application from LETRS PL
Rhyming and phonemic awareness activities
Word chaining
Mirrors
Block movement
Screeners
Word recognition routines
Reading lesson planner
Scope and sequence of skills
Word recognition in alignment with brain function and how phonemes form
LETRS spelling screener
Trick words strategy
Heart words to teach irregular parts of words
Structured small groups strategy
Core phonics survey to diagnose specific skill deficits
Routines to introduce vocabulary
Articulation strategies
Reading and spelling challenging words strategies
Phonemic awareness activities
Applying knowledge to develop IEPS
A recurring finding that emerged is the use of assessments to identify and address
students’ needs. One participant “implemented assessments such as [the] Core Phonics Survey to
determine phonics skills students need to be successful readers in first grade.” Another
participant used the “LETRS spelling screener to gain more information” and indicated that “[I]
learned so much more about the 5 kids I see and what their specific needs were.” Participants
reported applying LETRS strategies to various classroom routines and instructional changes. One
participant stated that they “changed from a word wall to a sound wall. I have changed my focus
of small groups to be skill-based.” Some teachers made adjustments to the materials to align with
phonics skills. One teacher explained, “Students read Decodables on their phonics skills. I
purchased Decodables and wrote lots of grants.”
The “specific application” theme illuminates the specific integration of LETRS
principles, strategies, and tools into participants' teaching practices, as reflected by 38.5% of

IMPACT OF LETRS PROFESSIONAL LEARNING 84
respondents. Participants shared their usage of an array of tools and strategies, such as phonics
lesson templates, comprehension planning templates, and diagnostic assessments like the Core
Phonics Survey and LETRS spelling screener. These examples from the data reflect the
participants’ integration of LETRS strategies into application, providing valuable insights into
the practical transfer of theoretical knowledge into classroom application.
Theme: Knowledge and Conceptual Understanding
The theme “knowledge and conceptual understanding” captures the expansion of staff
expertise and understanding of literacy instruction as a result of their engagement in LETRS PL.
Participant statements related to this theme illustrate both theoretical and practical application,
primarily pertaining to the science of reading and instructional strategies. Table 13 summarizes
the subthemes and supporting evidence relevant to the theme of “knowledge and conceptual
understanding.”
Table 13
Staff Survey: Knowledge and Conceptual Understanding
Subtheme Description Evidence
Enhanced
Pedagogical
Knowledge
Participants reported
increases in
pedagogical
knowledge,
particularly in the
science of reading and
brain-based learning.
“The LETRS training has been one of the best
trainings I have had in my 33 years of
teaching. I finally understand how to teach
reading.”
“Learning about how the brain works in terms
of literacy development helped me look at
individual students and where they are at in
literacy development and which strategies to
implement based on their needs.”
“It has been beneficial to learn the science
behind reading. Going through this PD has
provided a strong understand of how children
learn to read and why they must be taught in a

IMPACT OF LETRS PROFESSIONAL LEARNING 85
Subtheme Description Evidence
way that is consistent with their brain
development.”
Scientifically Based
Instructional
Strategies
Participants repeatedly
emphasized the
acquisition of
scientifically based
strategies, highlighting
how this knowledge
has transformed their
instructional practices.
“I learned some strategies like word chaining
and block movement which are scientifically
based reading strategies.”
“Literally just breaking down the learning
progression of word recognition, assessments
to use, and routines to support was a huge
learning experience.”
Application in
Supporting
Teachers
Beyond personal
professional
development,
participants noted
their enhanced ability
to mentor and support
fellow educators in
their teaching
practices.
“The LETRS program has helped me build my
knowledge and capacity to support teachers in
their own pedagogy towards skills and
strategies that support student acceleration.”
“It feels like I have received the highest level
of instruction in teaching scholars how to read.
It has been incredibly important to me that we
have received such formalized training that
can be directly applied to our position and has
increased my capacity to support teachers.”
Introspective and
Reflective Insights
Reflecting on their
evolving practice,
participants discussed
how new knowledge
influences their
observation and
analysis of students’
skills and learning
challenges.
“The concepts are now on the front of my
brain as I am looking at students and their
skills levels in reading and writing, so I am
beginning to notice/understand where some of
the struggles stem from. I still need to refer to
the text to pull strategies to support them.”
“I learned a lot about how the brain learns how
to read and how that connects to how we as
educators can instruct more effectively. I
learned about all the phases of learning how to
read and how important it is to determine
where scholars are if they are struggling
learners to best help them.”
Data gathered from the participant survey indicate that LETRS training has significantly
enhanced participants’ conceptual understanding and practical knowledge of literacy instruction.

IMPACT OF LETRS PROFESSIONAL LEARNING 86
The analysis revealed four primary subthemes that offer valuable insights into the program's
multifaceted influence on teacher practices and perceptions. A notable finding was the increase
in participants’ pedagogical knowledge, particularly in the science of reading and brain-based
learning. Educators reported a deeper understanding of the cognitive processes involved in
reading acquisition, enabling them to align their instructional approaches with students’
developmental needs. One participant with 33 years of teaching experience noted, “The LETRS
training has been one of the best trainings I have had... I finally understand how to teach
reading.” Other participants echoed this statement, emphasizing the importance of understanding
the neuroscience behind literacy development.
The acquisition of evidence-based instructional strategies emerged as a crucial outcome
of the PL. Participants consistently highlighted the practical, scientifically based techniques they
learned, such as word chaining and block movement. These strategies were perceived as
transformative to their instructional practices. One educator remarked on the significance of
“breaking down the learning progression of word recognition, assessments to use, and routines to
support,” underscoring the comprehensive nature of the strategies provided.
An unexpected but significant finding was the program’s impact on participants’ capacity
to support and mentor peers, suggesting that the benefits of the PL extended beyond individual
classrooms. One participant noted, “The LETRS program has helped me build my knowledge
and capacity to support teachers in their own pedagogy towards skills and strategies that support
student acceleration.”
LETRS PL appeared to foster a more reflective approach to teaching, with participants
reporting enhanced abilities to observe and analyze students’ skills and learning challenges. This
heightened awareness allowed educators to better identify the root causes of reading difficulties

IMPACT OF LETRS PROFESSIONAL LEARNING 87
and select appropriate interventions. One participant stated, “The concepts are now on the front
of my brain as I am looking at students and their skill levels in reading and writing, so I am
beginning to notice/understand where some of the struggles stem from.”
Examining these subthemes collectively reveals several important patterns. There is a
clear progression from theoretical knowledge acquisition to practical application, and finally to
broader impact through peer support and mentoring. The consistent emphasis on the scientific
basis of learning across all subthemes suggests that this evidence-based approach resonated
strongly with participants and may have contributed to the program’s perceived effectiveness.
Furthermore, the development of reflective practices indicates that the program not only
provided new knowledge and skills but also influenced how educators conceptualize and analyze
their students’ learning processes. This analysis suggests that the LETRS PL had a
comprehensive and multifaceted impact on participants’ literacy instruction practices. By
addressing various aspects of pedagogical knowledge, providing evidence-based strategies,
fostering peer support, and encouraging reflective practice, LETRS PL appears to have
effectively enhanced participants’ capacity to support literacy development in their students.
Theme: General Student Growth and Outcomes
The theme “general student growth and outcomes” reflects an overall improvement in
student outcomes following participants’ application of LETRS PL. The theme captures
participants’ perceptions of progress in student reading skills and general literacy development.
Participants used terms such as “significant growth,” “improved scores,” “progress monitoring,”
“academic progress,” or “enhanced reading skills.” Participants’ general observations of student
growth and outcomes provide valuable insight into their perception of their students’
performance as a result of engaging in LETRS PL.

IMPACT OF LETRS PROFESSIONAL LEARNING 88
In this theme, participants report noticeable academic achievements, increased
engagement, and positive changes in reading abilities among students taught by LETRS-trained
educators. One participant shared,
The students in my LETRs cohorts have grown significantly compared to peers who are
not with a LETRs-trained teacher. I have used my LETRs student group for my student
growth goal for the past 2 years and have seen exponentially more success with my
students than in previous years.
Another participant shared, “I have students that are making amazing growth in their reading
skills and are having fun,” while another noted, “I have seen the strategies I have learned in
LETRS help scholars learn to read. I have also seen the vocabulary strategies I have learned in
LETRS strongly change a scholar's vocabulary knowledge.”
Participants frequently cited student improvement on assessments. One participant noted,
“My focus group this year has grown quite a bit in their iReady test scores,” indicating
substantial gains in student performance. Similarly, another participant observed, “I am seeing
growth on Core Phonics data reports,” suggesting LETRS strategies have led to measurable
improvements in students’ phonics skills.
Beyond isolated assessment data, several participants reported general gains over time.
For example, one participant reported, “Small group: Administered phonics screener to
determine areas of focus and LETRS strategies for instruction; progress monitoring—showing
growth for all 4 scholars; will administer phonics screener at the end of the 6-week cycle to
gather more data.” This quote demonstrates the LETRS trained teacher’s use of targeted
assessments and ongoing evaluation to guide instruction, resulting in documented growth for the
students within a single instructional cycle. Another participant shared, “Most of the students I

IMPACT OF LETRS PROFESSIONAL LEARNING 89
have worked with in Bridge to Practice both years have shown significant growth in reading
iReady scores.” This statement suggests that the benefits of LETRS training extend beyond a
single academic year.
The analysis of this subtheme provides compelling evidence of the positive impact of
LETRS PL on student outcomes. Participants reported that students taught by LETRS-trained
educators performed better than those taught by non-LETRS-trained teachers. The longitudinal
application of LETRS strategies over multiple academic years for student growth goals suggests
high educator confidence in the program's efficacy and consistency of results. Participants
provided specific examples of improvements in various literacy domains, including general
reading skills and vocabulary knowledge, highlighting the comprehensive nature of LETRS PL.
These findings collectively illustrate that participants view LETRS PL as equipping them with
effective, evidence-based tools to enhance multiple facets of students' literacy development,
resulting in observable improvements in student performance. The consistency and breadth of
positive outcomes across different educational contexts, assessment tools, and timeframes further
emphasize the effectiveness and versatility of LETRS PL in facilitating student literacy growth.
Theme: Specific Student Growth and Outcomes
The “specific student growth and outcomes” theme reflects the growth and outcomes of
students as reported by the participants who teach them. Unlike the previous theme, “general
student growth and outcomes,” the current theme includes descriptions of specific datasets and
quantifiable data, providing concrete examples of student growth and outcomes. Using the
participants’ perspective, this theme offers valuable insights into the overarching research
question (RQ1): “To what extent does teacher subject knowledge in LETRS professional

IMPACT OF LETRS PROFESSIONAL LEARNING 90
learning contribute to students’ reading proficiency and growth?” Table 14 describes subthemes
and supporting evidence of specific student growth and outcomes.
Table 14
Staff Survey: Specific Student Growth and Outcomes
Subtheme Description Evidence
Enhanced
Reading Skills
Participants shared
growth in students’
phonics and decoding
abilities
“I teach Fundations for K-3 and my students have
shown a significant amount of growth in phonics
as shown by their iReady reading spring
diagnostic results.”
“The group of students that my LDT has been
working with have made huge progress in their
phonics and decoding skills. They all tested at
grade level when we gave a building-wide
Acadience screener.”
Student Growth Participants shared
quantifiable growth
percentage reflecting
reading improvements.
“Last year, during my first year of LETRS I had,
I believe, a 119% growth at the end of the year.
All my students knew all their letters and sounds
and were able to blend CVC words to continue
onto decodable books.”
“Last year, my Bridge to Practice group had a
175% increase in iReady diagnostic scores. I took
what I learned and provided afterschool PD for
my staff. I have taught teachers that I coach the
research I have learned."
“First, the students I have worked with in my
focus group have made tremendous growth (some
as much as 300% growth on iReady reading).”
Student
Outcomes
Participants shared
student reading
achievements.
“PAST screener has allowed me to see where the
students in my group struggle the most. With that
information, I was able to drill down to specific
skills and create lesson plans for my group
around those skills. For example, my group
recently was working on the skill of
syllabification. On my most recent assessment,

IMPACT OF LETRS PROFESSIONAL LEARNING 91
Subtheme Description Evidence
all the students in my group got 90%–100%
correct.”
“HUGE impacts. My students are able to perform
at a proficient level in Fundations. They are able
to decode words, understand sentence structure,
and learn new Tier 2 words.”
“Within my cohort, I noticed students enjoyed the
time in the group and went from struggling with
phonological and phonemic awareness to having
success with decoding and letter-sound
correspondences. My group scored in the 2 or
more years behind according to our district
assessments. Students' confidence in risk-taking
in the classroom increased according to teacher
and support staff observations. When working in
collaboration with the 1st grade classroom
teacher, of the 21 students scoring in the
Emergency level for phonics and phonological
awareness, after 6 weeks, all but 4 (who scored in
the at-risk category and were new to country ML
students) scored in the proficient category after
the intervention.”
The analysis of the "specific student growth and outcomes" theme highlights participants'
perceptions of the impact LETRS PL has on student reading proficiency and overall literacy
development. Based on participants' detailed accounts, which comprised 30.2% of the dataset, it
became apparent that, following engagement in PL, students’ phonics and decoding abilities had
improved, as had their growth and reading outcomes.
One educator teaching the Fundations program noted, "I teach Fundations for K-3, and
my students have shown a significant amount of growth in phonics as shown by their iReady
reading spring diagnostic results." Another participant observed even more dramatic progress,
stating, "The group of students that my LDT has been working with have made huge progress in
their phonics and decoding skills. They all tested at grade level when we gave a building-wide

IMPACT OF LETRS PROFESSIONAL LEARNING 92
Acadience screener." These accounts indicate that LETRS PL has equipped these teachers with
the necessary knowledge and tools to improve foundational reading skills among their students.
Participants also provided specific quantitative data reflecting measurable growth in
students' reading abilities. One educator shared, "Last year, during my first year of LETRS, I
had, I believe, a 119% growth at the end of the year. All my students knew all their letters and
sounds and were able to blend CVC words to continue onto decodable books." Another
participant reported an even more substantial increase, stating, "Last year, my Bridge to Practice
group had a 175% increase in iReady diagnostic scores." Another teacher provided an even more
pronounced example, stating, "First, the students I have worked with in my focus group have
made tremendous growth (some as much as 300% growth on iReady reading)." These specific
growth percentages offer compelling numerical evidence of the significant impact LETRS PL
can have on accelerating student progress in reading.
Beyond just growth metrics, participants also shared examples of tangible reading
achievements attained by their students. One educator described the use of the Phonological
Awareness Screening Test (PAST) to identify skill gaps, stating:
PAST screener has allowed me to see where the students in my group struggle the most.
With that information, I was able to drill down to specific skills and create lesson plans
for my group around those skills. For example, my group recently was working on the
skill of syllabification. On my most recent assessment, all the students in my group got
90%–100% correct.
Another participant enthusiastically reported, "HUGE impacts. My students are able to perform
at a proficient level in Fundations. They are able to decode words, understand sentence structure,

IMPACT OF LETRS PROFESSIONAL LEARNING 93
and learn new Tier 2 words." These accounts highlight the measurable improvements in students'
essential literacy skills.
Collectively, the analysis of the "specific student growth and outcomes" theme
underscores participants' perceptions (30.2%) of the substantial impact LETRS PL has had on
enhancing students' reading proficiency and overall literacy development. Educators provided
detailed accounts of progress in students' phonics and decoding abilities, along with quantifiable
growth data and concrete examples of reading achievements. The findings related to this theme
reinforce the study’s central research question (RQ1) by demonstrating teachers’ perceptions that
LETRS PL contributes to students’ reading proficiency and growth.
Teacher Subject Knowledge and Students’ Reading Proficiency and Growth
LETRS Cohort 1 (School Year 2022–2023)
The researcher employed descriptive statistics on data from LETRS participants from
Cohort 1 (school year 2022–2023) to better understand the sample and determine how students’
reading proficiency changed over the course of the term. The descriptive analysis revealed that
seven students completed the final reading assessment at the end of the school year (June 2023)
but not at the beginning of the school year (Winter 2022). Therefore, the analysis did not include
these students in the cohort sample. Regarding Cohort 1 (school year 2022–2023), the researcher
found that no students performed above grade level at baseline, only one student performed at
early or on grade level (0.9%), 57 students (52.8%) performed one grade below level, 26
students (24.1%) performed two grades below level, and 24 students (22.2%) performed three
grades below level. The data shows that the majority of the students began the school semester
reading one grade below level. Table 15 provides additional descriptive statistics regarding the
remainder of the units completed.

IMPACT OF LETRS PROFESSIONAL LEARNING 94
Table 15
Descriptive Statistics of Reading Proficiency Level Across Successful Units Completed by
Teachers (Cohort 1 [School Year 2022-2023])
Student Reading
Proficiency Level
Baseline
Performance
Teacher Completion
of 1–2 Units of
LETRS
Teacher Completion
of 3–4 Units of
LETRS
Mid or Above Grade
Level 0.0% 2.8% 10.2%
Early on Grade Level 0.9% 22.2% 29.6%
One Grade Level
Below 52.8% 36.1% 34.3%
Two Grade Levels
Below 24.1% 24.1% 20.4%
Three or more Grade
Levels below 22.2% 14.8% 5.6%
Median Growth % 94.5%
% of students meeting
Annual Typical
Growth 50.0%
Improved Placement
% 36.1% 66.7%
Note. n = 108.
Using repeated measures ANOVA, the researcher evaluated whether there was a
significant change in student placement scores based on the number of LETRS units teachers
completed. The researcher tracked student placement from baseline, 1–2 units of LETRS
successfully completed, and 3–4 units of LETRS successfully completed to determine if an
increase in LETRS completion by teachers caused a significant increase in student reading
proficiency placement. The Mauchly’s test indicated that the assumption of sphericity was met
(χ
2
[2] = 3.08, p = .214). At a p-level of 0.05, the effect of subject knowledge in LETRS PL units
completed on student growth and proficiency was significant, such that students’ reading growth
and proficiency increased as teachers completed more units with an average of 80% or higher on
assessments (F[2, 214] = 97.53, p = <.001, partial n
2 = .477).

IMPACT OF LETRS PROFESSIONAL LEARNING 95
Post-hoc pairwise comparisons with Bonferroni adjustment revealed that student reading
growth and proficiency scores were significantly higher at 3–4 units of LETRS PL completed
compared to 1–2 units (p <.001) and baseline (p <.001). In addition, pairwise comparisons
showed that student reading proficiency scores at 1–2 units of LETRS PL completed were
significantly higher than reading scores at baseline (p <.001; see Figure 4). The analysis suggests
that when teachers successfully complete more units of LETRS PL assessments, students achieve
higher reading growth scores. Students are more likely to move up placements when teachers
successfully complete more LETRS PL units, as shown in Figure 4.
Figure 4
LETRS Cohort 1 (School Year 2022–2023) Bridge to Practice Student Reading Proficiency
Levels Across Successful Units Completed by Teachers
LETRS Cohort 1 (School Year 2023–2024)
Teachers successfully completed more LETRS PL units during the school year 2023–
2024. The researcher assessed a new group of students at baseline at the start of the school year,
again after teachers completed 5–6 units of LETRS PL, and finally after teachers completed 7–8
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
100.0%
At Above Early on One below Two below Three or more
below
Bridge to Practice Focus Group Reading Proficiency Level
Across Teacher Units of PL (2022-2023)
Baseline Fall 2022 1-2 Units Completed 3-4 Units Completed

IMPACT OF LETRS PROFESSIONAL LEARNING 96
LETRS PL units. Similar to the first group of students, the researcher ran descriptive statistics to
determine how student reading proficiency scores have changed over time as a result of teachers’
increasing completion of PL units. In Cohort 1 (school year 2023–2024), 107 students completed
the baseline assessment and the assessment after their teachers completed 5–6 units of LETRS
PL. However, there were five students who did not complete the final assessment at the end of
the school year, resulting in 102 students in the final sample.
Similar to the first group of students, no student tested mid- or above-grade level at
baseline. The majority of students in this sample (n = 64, 62.7%) were reading two grade levels
below or one grade level below their current grade level (n = 33, 32.4%) at baseline. Table 16
presents the remaining descriptive statistics across all unit changes.
The researcher also used repeated measures ANOVA to analyze the data from Cohort 1
(school year 2022–2023) to determine whether teachers’ successful completion of more LETRS
PL units would enhance students’ growth and reading proficiency. Although the teachers
remained the same over the course of two school years, the group of students was different.
Mauchly’s test determined that the assumption of sphericity had not been met (χ
2
[2] = 19.88, p
<.001). To account for the violation of the statistical assumption, the researcher applied the
Greenhouse-Geisser estimate to correct the degrees of freedom (df). According to a p-value of
0.05, teachers’ completion of LETRS PL units significantly impacted students’ growth and
proficiency. Specifically, as teachers completed more LETRS PL units, having achieved 80% or
higher on assessment, there was a corresponding increase in students’ reading growth and
proficiency (F[1.69, 171.14] = 79.76, p <.001, partial n
2= .441).

IMPACT OF LETRS PROFESSIONAL LEARNING 97
Table 16
Descriptive Statistics of Reading Proficiency Level Across Successful Units Completed by
Teachers (Cohort 1 [School Year 2023-2024])
Student Reading
Proficiency Level
Baseline
Performance
Teacher completion
of 5-6 Units of
LETRS
Teacher completion
of 7-8 Units of
LETRS
Mid or Above Grade
Level 0.0% 1.0% 23.5%
Early on Grade Level 3.9% 14.7% 3.9%
One Grade Level
Below 32.4% 51.0% 50.0%
Two Grade Levels
Below 62.7% 32.4% 21.6%
Three or more Grade
Levels below 1.0% 1.0% 1.0%
Median Growth % 114%
% of students meeting
Annual Typical
Growth 56.9%
Improved Placement
% 41.2% 58.8%
Note. n = 102.
Post-hoc pairwise comparisons, adjusted using the Bonferroni method, revealed
significant differences in student reading growth and proficiency scores. Specifically, scores
were significantly higher when teachers completed 7–8 units of LETRS PL, compared to both 5–
6 units (p <.001) and baseline (p <.001). Furthermore, the proficiency scores of students whose
teachers completed 5–6 units of LETRS PL were significantly higher than the baseline scores (p
<.001). As depicted in Figure 5, there is a clear trend: the successful completion of more LETRS
PL units by teachers corresponds to higher reading growth and proficiency scores for students.

IMPACT OF LETRS PROFESSIONAL LEARNING 98
Figure 5
LETRS Cohort 1 (2023-2024) Bridge to Practice Student Reading Proficiency Levels across
Successful Units Completed by Teachers
Teacher Unit Completion and Student Reading Proficiency Across Academic Years
The researcher conducted a one-way ANOVA in addition to the repeated measures
ANOVA to compare the means of student reading proficiency scores across different groups,
categorized by the number of LETRS PL units the teachers completed (i.e., 1–2 units, 3–4 units,
5–6 units, and 7–8 units). This analysis aimed to pinpoint any noteworthy variations in student
reading proficiency scores, potentially linked to the number of units their teachers had
completed. This analysis addressed RQ1 on whether students from the 2023–2024 cohort
achieved significantly higher scores than the 2022–2023 cohort due to their teachers completing
more LETRS PL units.
Firstly, there was no significant difference in the baseline reading proficiency scores
between students from the 2022–2023 and 2023–2024 school years (F[1, 208] = 0.468, p =
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
Mid or Above Grade
Level
Early on Grade Level One Grade Level
Below
Two Grade Levels
Below
Three or more
Grade Levels below
Bridge to Practice Focus Group Reading Proficiency Level Across
Teacher Units of PL (2023-2024)
Baseline Performance Teacher completion of 5-6 Units of LETRS
Teacher completion of 7-8 Units of LETRS

IMPACT OF LETRS PROFESSIONAL LEARNING 99
0.494, η² = 0.002). As expected at this initial stage, students have not yet interacted with teachers
who have completed LETRS PL unit. Secondly, no significant difference was found in student
reading growth and proficiency when comparing teachers who successfully completed 1–2 units
with those who completed 5–6 units (F[1, 208] = 0.436, p = 0.510, η² = 0.002), even though
students whose teachers completed 5–6 units had slightly higher mean scores. Lastly, there was
no significant difference in student reading growth and proficiency when comparing teachers
who completed 3–4 units with those who completed 7–8 units (F([1, 208] = 0.368, p = 0.450, η²
= 0.002).
Across all comparisons, the lack of significant differences (all p-values are well above the
conventional threshold of 0.05) suggests that the number of units completed by teachers does not
substantially impact student reading growth and proficiency. The very small effect size (η² =
.002) confirms that the differences observed are extremely minimal. This suggests that the
number of LETRS PL units completed by teachers has a negligible impact on student reading
growth and proficiency.
Summary of RQ1 (Knowledge) Findings
The analysis of pre- and post-assessment scores reveals significant improvements in
teachers’ factual knowledge after engaging in LETRS PL. The significant increase in mean
scores and decrease in score variability underscore a heightened understanding of scientifically
based reading instructional strategies. The open-ended survey responses indicate that teachers
have effectively aligned their practices with strategies introduced in LETRS PL. The participants
provided specific examples of integrating new strategies into their instruction, demonstrating
practical applications and systematic, research-based approaches. Statistical tests, such as
repeated measures ANOVA and one-way ANOVA, show significant improvements in student

IMPACT OF LETRS PROFESSIONAL LEARNING 100
reading growth and proficiency scores corresponding to the numbers of LETRS PL units
completed by teachers. As teachers complete more LETRS PL units with high assessment
performance, students show improved reading proficiency levels. Teachers’ subject knowledge,
gained through LETRS PL, does have a positive impact on students’ reading growth and
proficiency. However, the effect sizes are relatively small. This finding implies that there are
other factors that could be influencing student reading outcomes.
Research Question 2
RQ2: To what extent does teacher motivation toward improving subject knowledge
contribute to students’ reading growth?
RQ2 sought to investigate the role of teacher motivation in LETRS PL. Among the
motivational influences assumed in this study are expectancies for success, task value, and cost.
The statement “Teachers engaged in LETRS professional learning need to believe in their own
abilities” reflects expectancy for success. The statement, “Teachers engaged in LETRS
professional learning need to value scientifically based reading instruction,” reflects task value.
The statement, “Teachers engaged in LETRS professional learning need to invest significant
time and resources,” reflects cost. The following sections present a detailed analysis of teacher
perceptions of these motivational factors, utilizing both descriptive statistics and survey
responses. The researcher employed Pearson R correlation to analyze the relationships between
motivational factors and student reading growth and proficiency to determine whether higher
motivation correlates with improved student reading outcomes. Table 17 provides the validation
of these motivational factors, identifying each as either an asset or a need.

IMPACT OF LETRS PROFESSIONAL LEARNING 101
Table 17
Validation of Expectancy for Success, Task Value, and Cost Findings
Assumed Motivational Influences Motivational Factor Validation (i.e., asset or
need)
Teachers engaged in LETRS
professional learning need to
believe in their own abilities.
Expectancy for Success Asset
Teachers engaged in LETRS
professional learning need to value
scientifically based reading
instruction
Task Value Asset
Teachers engaged in LETRS
professional learning need to invest
significant time and resources.
Cost Asset
Findings for Motivational Factors
Teachers perceive their task value to be higher than their expectancy for success. The pvalue of <.001 indicates that this difference is statistically significant. The effect size (Cohen’s d)
of 0.725 suggests a medium effect size. Table 18 shows that teachers’ perceived costs are
significantly lower than both their expectancy for success and task value.
Table 18
Summary of Motivation Factor Variables
Variable Mean Median
Expectancy for Success 13.57 14
Task Value 14.60 15
Cost 5.23 5
Note. n = 43.

IMPACT OF LETRS PROFESSIONAL LEARNING 102
The scatterplot in Figure 6 visually represents the relationships among teachers’
expectancy for success, task value, and perceived costs. It provides a graphical illustration of the
variations among teachers in these dimensions within the context of LETRS PL.
Figure 6
Teachers’ Expectancy for Success, Task Value, and Perceived Cost for Implementing LETRS PL
The scatterplot shows a restriction on range. Most participants scored very highly on task
value and expectancy for success. The additional rings on certain bubbles indicate that several
participants have the same value. No participant scored above 3 on the 5-point scale for
perceived cost. A significant benefit of visualizing teachers’ perceptions of expectancy, task
value, and cost together in one chart is the potential to reveal patterns or clusters of teachers with
distinct combinations of these three constructs.
Based on the patterns in Figure 7, we can identify different motivational profiles for each
cluster of teachers. For instance, by dividing the scores along the expectancy and task value
scales into four quadrants, we can examine where teachers fall across these quadrants. Figure 7
outlines the motivational profiles corresponding to each quadrant.

IMPACT OF LETRS PROFESSIONAL LEARNING 103
Figure 7
Motivational Profiles
Note. Image taken from Osman and Warner (2020).
Teachers whose scores fall in the upper right quadrant (high expectancy, high value) are
those who find value in implementing the training and expect to be successful. Scores in the
upper left quadrant represent teachers who anticipate success in implementing the training but do
not see its value. Teachers in the lower right quadrant value the idea of implementing the training
but do not expect to do so effectively. Lastly, scores in the lower left quadrant represent teachers
who neither value nor expect success in implementing the training.
Teacher Motivation on Student Reading Growth and Proficiency
The researcher conducted a Pearson R analysis to answer RQ2, aiming to determine if
teacher motivation towards improving subject knowledge positively correlates with students’
reading growth and proficiency. The researcher combined expectancy, task value, and cost into a
single scale named “Motivation.” This scale was then correlated with students’ reading growth
and proficiency scores at baseline and after the successful completion of 7–8 units of LETRS PL.

IMPACT OF LETRS PROFESSIONAL LEARNING 104
The results revealed no significant correlation between Motivation and student reading scores at
baseline (r = .17; p = .09) or after the completion of 7–8 units of LETRS PL (r = .19; p = .26).
Summary of RQ2 (Motivation) Findings
The results indicate that although teachers perceive high task value and expectancy for
success, these motivational factors do not significantly correlate with student reading growth and
proficiency. All teachers valued the LETRS PL, expected success in implementing it, and were
aware of the associated costs, leading to high motivation scores. However, this high motivation
did not translate into statistically significant improvements in student reading proficiency.
Research Question 3
RQ3: What are the recommended organizational solutions to effectively implement
evidence-based reading professional learning?
RQ3 addressed the organizational factors that facilitate the effective implementation of
LETRS PL. This RQ focused on the district’s need to establish and reinforce key drivers that
contribute to successful professional development (PD) and improved literacy outcomes. Key
drivers for successful implementation include establishing a clear vision (focusing direction),
measuring progress (ensuring accountability), cultivating a collaborative culture, and deepening
learning in scientifically based reading strategies. In the following sections, the findings for RQ3
are presented in detail by analyzing quantitative data and thematically examining qualitative data
gathered from surveys. Table 19 summarizes the validation of these organizational influences,
highlighting their significance as either assets or needs. The researcher systematically explored
each driver and its corresponding influence to assess their impact and effectiveness. The
researcher collected data for organizational influences using a staff survey.

IMPACT OF LETRS PROFESSIONAL LEARNING 105
Table 19
Validation of Assumed Organizational Influences
Assumed Organizational Influences Organizational Driver Validation (i.e., asset or need)
Harborview School District needs to
have a clear vision for LETRS
professional learning.
Focusing Direction Asset
Harborview School District needs to
measure progress in both teacher
knowledge and student outcomes.
Securing Accountability Asset
Harborview School District needs to
cultivate collaborative cultures
around LETRS professional
learning.
Cultivating Collaborative
Cultures
Asset
Harborview School District needs to
deepen learning in scientific based
reading strategies.
Deepening Learning Asset
Findings for Organizational Influences
Focusing Direction
Harborview School District needs to have a clear vision for professional learning.
The results for “focusing direction” indicate that LETRS participants perceived HSD as
having a clear vision for LETRS PL. A significant majority of the staff (72.1%) either strongly
agreed or agreed that the district’s vision for LETRS PL is clear, with none expressing
disagreement. The response data (n = 43) highlights the confidence and clarity perceived by the
staff in the district’s LETRS PL vision. Table 20 summarizes HSD staff members’ perceptions
regarding the clear vision for LETRS PL.

IMPACT OF LETRS PROFESSIONAL LEARNING 106
Table 20
Participant Perception Results: Focusing Direction
Harbor View School District’s vision for
LETRS professional development is clear.
Percent
Strongly Agree 14.0%
Agree 58.1%
Slightly Agree 27.9%
Disagree 0%
Strongly Disagree 0%
Note. n = 43.
Securing Accountability
Harborview School District needs to measure progress in both teacher knowledge and
student outcomes.
According to the results of the staff survey, participants perceive accountability in
applying the knowledge they gained from LETRS PL. They also perceive that HSD actively
monitors changes in students’ literacy outcomes. Table 21 provides data on participants’
perceptions about securing accountability. The data highlights two main aspects: the monitoring
of changes in student literacy outcomes and the responsibility for implementing the knowledge
acquired from LETRS PL.
The majority of participants (88.4%) agree or strongly agree that HSD effectively
monitors changes in student literacy outcomes. Similarly, 88.4% of participants agree or strongly
agree that the district holds participants in LETRS PL accountable for implementing the
knowledge they have gained. No participants disagreed with both statements, indicating a
positive consensus among staff regarding the district’s efforts to secure accountability in both

IMPACT OF LETRS PROFESSIONAL LEARNING 107
monitoring student literacy outcomes and implementing LETRS PL. These findings demonstrate
the perceived effectiveness and clarity of accountability measures in HSD.
Table 21
Participant Perception Results: Securing Accountability
Harborview School District
monitors changes in student’s
literacy outcomes.
Percent Participants in LETRS PD are
accountable to implement
knowledge gained as a result of
LETRS PD.
Percent
Strongly Agree 27.9% Strongly Agree 32.6%
Agree 60.5% Agree 55.8%
Slightly Agree 11.6% Slightly Agree 11.6%
Disagree 0% Disagree 0%
Strongly Disagree 0% Strongly Disagree 0%
Note. n = 43.
Cultivating Collaborative Cultures
Harborview School District needs to cultivate collaborative cultures around LETRS
professional learning outcomes.
The results indicate that participants in LETRS PL have opportunities to engage in
collaborative learning. The majority of participants (79.1%) either agree or strongly agree that
there are opportunities to engage in collaborative learning. An additional 18.6% slightly agree
with the statement, indicating that nearly all participants perceive some degree of collaborative
opportunity. Only one participant disagreed, showing minimal dissent regarding these
collaborative opportunities. The overall positive responses suggest that HSD provides ample
opportunities for LETRS participants to engage in collaborative learning. Table 22 presents the
data on participant perceptions regarding the development of collaborative cultures around
LETRS PL in HSD.

IMPACT OF LETRS PROFESSIONAL LEARNING 108
Table 22
Participant Perception Results: Cultivating Collaborative Cultures
Participants in LETRS
professional development have
opportunities to engage in
collaborative learning.
Percent
Strongly agree 27.9%
Agree 51.2%
Slightly agree 18.6%
Disagree 2.3%
Strongly disagree 0%
Note. n = 43.
Thematic Analysis
This section presents the results of the thematic analysis conducted on the qualitative data
from the staff survey regarding organizational influences related to LETRS PL in HSD. The
analysis identified four key organizational drivers: clear direction (CD), securing accountability
(SA), cultivating collaborative cultures (CCC), and deepening learning (DL). Table 23 organizes
the results by theme, with relevant participant quotes provided to support each theme.
Table 23
Results by Theme
Theme Frequency Percentage
Clear Direction (CD) 15 37.5%
Securing Accountability (SA) 7 17.5%
Deepening Learning (DL) 30 75%
Cultivating Collaborative Cultures (CCC) 20 50%

IMPACT OF LETRS PROFESSIONAL LEARNING 109
Clear Direction
There were 15 mentions (37.5%) highlighting HSD’s structured support and clear
guidelines as key factors in facilitating effective PD. Several participants emphasized that the
clear direction and organized approach, including quarterly in-person classes, provided them
with a wide range of resources. One participant noted, “Harborview School District gave me the
opportunity and support to take the LETRS training. The quarterly class that is offered in person
gives me so many resources and supports my understanding to be able to go back to my
classroom and try all my new learning.”
Securing Accountability
A total of seven participants (17.5%) mentioned the theme of “securing accountability.”
Staff expressed appreciation for the dedicated time allocated each week to focus on LETRS, as
these structured sessions reinforced their learning and application of new techniques. One
respondent shared, “The 2 hours devoted to LETRS every Friday have been extremely
meaningful.” Other participants also commented on the importance of having a structured
schedule to maintain focus. “Having a live in-person course also helps to keep me on track for
pacing to complete it in 2 years or less,” one participant highlighted. Another shared, "Blocked
off time and communication with principals for that time to be as best honored is crucial. The
expectation of doing LETRS as part of my job has been a helpful organizational condition.”
Barriers to Securing Accountability. Identifying barriers to securing accountability was
a subtheme under “securing accountability.” Three participants identified barriers to the
implementation of accountability measures. One participant shared, “Due to Friday MTSS
meetings and PD, it is actually hard to have the allotted time for LETRS.” Another respondent
noted, “It has been a huge struggle to get my two hours a week completed. It was very mixed

IMPACT OF LETRS PROFESSIONAL LEARNING 110
messaging to have space available at the transportation building in the AM on Fridays but then
be expected to meet as a building MTSS team also Friday AM from district.” Another shared,
“The most difficult part has been the journaling and reflection papers that are expected to be
done with the focus group. That, I feel, is the thing I don't have enough time for.”
Cultivating Collaborative Cultures
With 20 mentions (50%), the theme of “cultivating collaborative cultures” highlights the
value of peer collaboration as a crucial element of PD. Participants shared that opportunities to
learn and grow through interactions with colleagues during training sessions were invaluable.
One notable comment was, “Providing the space and time for these trainings has been so helpful.
Allowing me to use my day towards these trainings has supported my desire and learning
outcome.” Participants also cited specific benefits of peer collaboration. One stated, “The all-day
in-person training has been great.” Another emphasized, “The 2 hours devoted to LETRS every
Friday have been extremely meaningful. I am able to finish my sessions and also have
discussions with other LDTs from other buildings. We share resources and practices.”
Barriers to Collaborative Cultures. Participants also mentioned barriers to engaging
with peers in relation to LETRS PL. One participant revealed challenges in managing additional
responsibilities to engage with peers, stating: “There is NOT enough time to do all that is
expected within my workday. I have spent great deals of time working on my own.”
Additionally, some staff highlighted the need for more protected time and support from the
administration. One participant stated, “I think that it is helpful to put the training into our job
description and to remind principals of this. Fridays are often taken up by other meetings,
making it hard to commit to LETRS time.”

IMPACT OF LETRS PROFESSIONAL LEARNING 111
Deepening Learning
Harborview School District needs to deepen learning in scientific based reading
strategies.
The exploration of the key driver “deepening learning” was central to RQ1. RQ1
examined the assumed knowledge influences for this study, including factual and conceptual
knowledge. The key findings from RQ1 indicate that deepening the learning of LETRS PL
strategies is a significant asset for both the organization and individual teachers.
The theme of “deepening learning” was the most frequently mentioned in the staff
survey, with 30 mentions (75%). This high frequency suggests that LETRS PL has been
instrumental in enhancing educators' understanding and application of effective, scientifically
based reading strategies. A recurring theme was the staff's recognition of the depth and
transformative impact of LETRS PL on their teaching methods. One participant stated, "The
LETRS training has been one of the best trainings I have had in my 33 years of teaching. I finally
understand how to teach reading." This indicates that the LETRS program provided the
participant, an experienced educator, with newfound expertise and confidence in literacy
instruction, which they had not previously attained through other PD opportunities.
Participants provided numerous examples of the positive impact of their LETRS training
on student outcomes. One noted, “LETRS completely changed learning outcomes. I had more
kids reading than ever before when I implemented LETRS strategies.” Another added, “Last year
during my first year of LETRS, I had 119% growth at the end of the year. All my students knew
all their letters and sounds and were able to blend CVC words to continue onto decodable
books.” These data points demonstrate how LETRS PL facilitated educators’ knowledge and

IMPACT OF LETRS PROFESSIONAL LEARNING 112
application of reading instruction strategies, resulting in students’ accelerated progress in
foundational reading skills, indicating improved literacy outcomes.
Beyond just student outcomes, additional insights came from educators who observed the
direct influence of LETRS PL on their own teaching practices. One teacher shared:
Every day, I have changed from a word wall to a sound wall. I have changed my focus of
small groups to be skill-based. I use the data to decide on which skills I will be teaching
based on my learning from my LETRS training.
Another teacher stated, “I completely changed how I do read to self. Students read decodables on
their phonics skill.” These accounts illustrate the transformative nature of the LETRS PL, as the
educator restructured their instructional approach and materials to align with the evidence-based
strategies learned as a result of their LETRS PL experience.
Collectively, the analysis of the "deepening learning" theme provides compelling
evidence that the LETRS PL program has significantly enhanced participating educators’
conceptual knowledge and practical application of scientifically based reading instruction.
Participants' detailed accounts of improved student outcomes and substantive shifts in their
teaching practices underscore the profound impact of the LETRS program in driving meaningful,
research-informed changes within the district.
Summary of RQ3 (Organizational Influences) Findings
The results show that organizational influences, particularly the establishment and
reinforcement of key drivers, contribute to the effective implementation of evidence-based
reading PL and the improvement of literacy outcomes. According to the staff survey results for
“focusing direction,” HSD has established a clear vision for LETRS PL. Most participants
(72.1%) either agree or strongly agree that the district’s vision for LETRS PL is clear, with no

IMPACT OF LETRS PROFESSIONAL LEARNING 113
participant expressing disagreement. For “securing accountability,” participants perceive that
HSD effectively measures progress in both teacher knowledge and student learning outcomes.
The majority of participants (88.4%) agree or strongly agree that HSD monitors student literacy
outcomes and holds participants accountable for implementing the knowledge they gained from
LETRS PL.
In terms of “cultivating collaborative cultures,” HSD provides ample opportunities for
participants to engage in collaborative learning, with 79.1% of participants agreeing or strongly
agreeing that they have opportunities to collaborate with peers. “Deepening learning” was the
most frequently mentioned theme in the qualitative data, with 75% of participants highlighting
the importance of deepening learning in scientifically based reading strategies. Staff reported a
significant increase in their understanding and application of effective reading instruction
strategies, resulting in significant improvements in student literacy outcomes. Participants shared
numerous examples illustrating the positive impact of LETRS PL on their teaching methods and
student success.
The thematic analysis reinforced these findings, emphasizing the importance of clear
direction, securing accountability, cultivating collaborative cultures, and deepening learning in
achieving successful PL. Participant quotes and quantitative data further supported the perceived
effectiveness of these organizational drivers. These drivers facilitate meaningful professional
growth and improved student literacy outcomes.
Summary
This chapter presents findings from a quasi-experimental study guided by three research
questions (RQs) focused on the contributions of teacher subject knowledge, motivation, and

IMPACT OF LETRS PROFESSIONAL LEARNING 114
organizational factors to students’ reading proficiency and growth. The results are organized into
key findings from both quantitative and qualitative data sources, addressing each RQ.
Research Question 1
To what extent does teacher subject knowledge in LETRS professional learning
contribute to students’ reading proficiency and growth?
Factual Knowledge
Notable improvements in teachers' factual knowledge regarding scientifically based
reading strategies were observed following their participation in LETRS PL. Pre-assessment
mean scores for Units 1–4 rose from 67.19% to 93.58%, and for Units 5–8 from 78.43% to
96.42%, indicating enhanced understanding across multiple components of reading instruction.
Conceptual Knowledge
Qualitative survey responses indicated that participants were able to align their
instructional practices with scientifically based reading strategies acquired through LETRS PL.
The thematic analysis revealed that 81.3% of respondents reported generalized application of
LETRS principles, while 38.5% indicated specific applications in their teaching.
Quantitative Outcomes
Statistical analysis suggests a positive correlation between the number of LETRS PL
units successfully completed by teachers and the reading improvement seen in students.
However, subsequent statistical comparisons showing no significant differences (all p-values
well above 0.05) suggesting that the number of units completed did not substantially influence
student reading growth and proficiency, as reflected by the negligible effect size (η² = .002).

IMPACT OF LETRS PROFESSIONAL LEARNING 115
Qualitative Evidence of Student Growth
Statistical analysis suggests a positive correlation between the number of LETRS PL
units successfully completed by teachers and the reading improvement seen in students.
However, subsequent statistical comparisons showed no significant differences (all p-values well
above 0.05), indicating that the number of units completed did not substantially influence student
reading growth and proficiency, as reflected by the negligible effect size (η² = .002).
Research Question 2
To what extent does teacher motivation toward improving subject knowledge contribute
to students’ reading proficiency and growth?
Motivational Factors
Statistical analysis revealed that while teachers perceived high expectancy for success
and a strong value for scientifically based reading instruction, these motivational factors did not
correlate significantly with student reading growth and proficiency scores. The motivating
constructs of expectancy, task value, and perceived costs were assessed; all scores placed
teachers in a high motivation bracket. Pearson R correlation analysis indicated no significant
correlation between teacher motivation toward improving subject knowledge and student reading
outcomes, both at baseline and after the completion of LETRS units.
Research Question 3
What are the recommended organizational solutions to effectively implement evidencebased reading professional learning?
Establishment of Clear Vision
Participants reported a strong perception of HSD’s clear vision for LETRS PL, with
72.1% agreeing that the vision is well communicated and understood.

IMPACT OF LETRS PROFESSIONAL LEARNING 116
Accountability Systems
A majority of participants (88.4%) reported that the district effectively monitors changes
in student literacy outcomes and holds teachers accountable for the implementation of
knowledge from LETRS PL.
Collaborative Learning Opportunities
A significant majority of participants (79.1%) acknowledged the availability of
opportunities for collaborative learning within LETRS PL.
Deepening Knowledge
Qualitative data reflected that 75% of participants shared examples of how LETRS
enhanced their understanding and application of effective reading instruction.

IMPACT OF LETRS PROFESSIONAL LEARNING 117
CHAPTER FIVE: RECOMMENDATIONS
This study examined the impact of LETRS professional learning (PL) on student literacy
outcomes using the gap analysis framework by Clark and Estes (2008). To validate the assumed
influences of knowledge, motivation, and organization (KMO) on student literacy outcomes,
staff pre- and post-assessments, staff surveys, and student outcomes measured by iReady
diagnostic were utilized. This chapter provides recommendations to address the validated KMO
influences identified in Chapter Four. The study participants included instructional coaches,
literacy development teachers, interventionists, and a small number of classroom teachers.
Chapter 5 presents recommendations based on this study’s findings, offering guidance on how to
effectively scale evidence-based professional learning (PL), such as the LETRS program, to
reach all literacy teachers across the school district. Figure 8 provides a summary of these
recommendations, which are presented at a high-level overview to allow flexibility in
implementation. By emphasizing overarching goals rather than specific programs, stakeholders
can better address the diverse needs and circumstances of each school or district. Each
overarching component includes detailed work plans and action steps to support the
implementation of evidence-based literacy practices. This approach fosters a culture of
continuous improvement, encouraging the ongoing evaluation of each component and promoting
an iterative, adaptive approach to PL.

IMPACT OF LETRS PROFESSIONAL LEARNING 118
Figure 8
Summary of Recommendations
Recommendations: Research Question 1
To what extent does teacher subject knowledge in LETRS professional learning
contribute to students’ reading proficiency and growth?
Clark and Estes (2008) highlight the significance of understanding both “what to do” and
“how to do it” to address the role of knowledge as a potential source of organizational
performance gaps. This section reviews the growing body of evidence supporting the notion that
professional development (PD) programs focusing on subject matter content are instrumental in

IMPACT OF LETRS PROFESSIONAL LEARNING 119
enhancing instructional quality and increasing student achievement. This evidence is drawn from
various research methodologies, including case studies, correlational analyses using nationally
representative teacher data, quasi-experimental studies, longitudinal studies, meta-analyses, and
experimental research (e.g., Cohen & Hill, 2001; Garet et al., 2001; McCutchen et al., 2009).
According to the hypothesis linking content-focused PD and the delivery of conceptual
instruction, for teachers to teach effectively in a conceptual manner, they must have a thorough
understanding of their subject matter and a clear grasp of how students learn that subject.
Recommendations for Assumed Knowledge Influences
The analysis of LETRS pre- and post-tests and survey results validate the assumed
knowledge influences of staff participating in LETRS PL, encompassing both factual and
conceptual knowledge. While enhancing teacher knowledge is crucial, it must be paired with the
ability to apply this knowledge in the classroom to positively affect student outcomes (Moats,
1994). Cohen et al. (2017) support this by demonstrating that students are unlikely to develop
essential reading skills if their teachers lack a deep understanding of language structure and
code-based concepts, as well as the ability to effectively apply this knowledge. Many training
programs focus on “what to do” but often neglect “how to do it” (Clark & Estes, 2008). Table 24
presents an overview of the assumed knowledge findings and context-specific recommendations,
which will be discussed in the following sections.

IMPACT OF LETRS PROFESSIONAL LEARNING 120
Table 24
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validation Principle and Citation Context-Specific
Recommendation
Staff teaching literacy
need to have content
knowledge in scientificbased reading
instructional strategies,
including phonemic
awareness, phonics,
fluency, vocabulary, and
comprehension (factual
knowledge).
Asset According to Moats (2020),
expert reading instruction
necessitates knowledge of
language structure, which is
consistent with the simple view
of reading theory. The simple
view of reading theory aims to
delineate the critical skills that
contribute to early reading
comprehension through two
fundamental components:
decoding proficiency and
language comprehension (Gough
& Tunmer, 1986). If teachers do
not understand these elements,
they may struggle to provide
insightful responses to students’
errors, select appropriate
examples to illustrate concepts,
or determine the focal points for
instructional emphasis (Moats,
2020).
Implement evidence
based professional
learning for all
elementary teachers of
reading in Harborview
School District (HSD).
Staff teaching literacy
need to align practices
with scientific-based
reading instructional
strategies (conceptual
knowledge).
Asset Teachers’ knowledge alone will
not change student outcomes;
teachers must also be able to
apply their knowledge in their
classroom (Moats, 1994). Cohen
et al.’s study (2017) supported
Moat’s statement when they
discovered that students are less
likely to develop critical reading
skills if their teachers lack
extensive knowledge of language
structure and code-based
concepts, as well as the ability to
apply that knowledge in practice.
Many training programs focus on
“what to do” rather than “how to
do it” (Clark & Estes, 2008).
Provide structured
opportunities to
implement and apply
evidence-based practices.

IMPACT OF LETRS PROFESSIONAL LEARNING 121
Factual Knowledge
The assumed factual knowledge influence, specifically that “staff teaching literacy need
to have content knowledge in scientific-based reading instructional strategies, including
phonemic awareness, phonics, fluency, vocabulary, and comprehension,” was validated as an
asset for participants in this study. This was measured through the LETRS pre- and postassessments completed by all participants. Key findings from the analysis indicate significant
improvements in teachers’ factual knowledge after completing LETRS PL. The increase in
average scores and the reduction in variability suggest a deeper understanding of evidence-based
reading instructional strategies. For units 1–4, the mean score increased by approximately 26.39
percentage points, while for units 5–8, the mean score increased by 17.99 percentage points. The
standard deviations for both unit tests decreased from pre- to post-test, indicating that the scores
became more consistent after participating in LETRS PL.
Recommendation: Implement evidence based professional learning for all
elementary teachers of reading in Harborview School District (HSD). LETRS PL addresses
the need for enhancing teacher factual knowledge by targeting the five essential areas of
successful reading instruction identified by the National Reading Panel (NRP) and National
Institute of Child Health Development (NICHD, 2000): phonemic awareness, phonics,
vocabulary, reading fluency, and comprehension. The study data validated the program’s
structure, which is divided into eight comprehensive units, as meeting these instructional needs.
To validate the growth in subject knowledge as demonstrated by their pre- and post-assessment
scores, we can refer to the content covered in the LETRS units. Unit 1 explores how the brain
operates during reading, the development of reading skills, the relationship between reading and
spelling, various reading challenges, and the role of assessment. Unit 2 focuses on developing

IMPACT OF LETRS PROFESSIONAL LEARNING 122
phonological skills and phonemic awareness. Unit 3 emphasizes phonics, word recognition, and
spelling, while Unit 4 builds on phonics through studies of word structure, spelling, syllable
patterns, and morphology. Unit 5 addresses vocabulary development. Subsequent units
concentrate on reading comprehension, enhancing writing skills, and the connection between
reading and writing (Voyager Sopris Learning, n.d.-a).
The significant improvements observed in teachers' factual knowledge following their
completion of LETRS PL demonstrate the program's effectiveness in enhancing understanding of
evidence-based strategies, such as phonemic awareness, phonics, fluency, vocabulary, and
comprehension. The notable increases in mean scores for both early and later unit assessments,
coupled with reduced variability, indicate that participants have achieved a more consistent and
profound grasp of these essential instructional components for teaching reading.
Conceptual Knowledge
The assumed conceptual knowledge influence, specifically that “staff teaching literacy
need to align practices with scientific-based reading instructional strategies,” was validated as an
asset for participants in this study through a staff survey. Following engagement in LETRS PL,
analysis of the survey responses indicates a shift towards the science of reading. Participants
reported incorporating strategies such as phonemic awareness activities, phonics instruction, and
explicit vocabulary development into their lessons. They cited LETRS’s systematic and researchbased approach as an influential factor in their teaching methods. Statements from participants
illustrate both theoretical and practical applications, primarily related to the science of reading
and instructional strategies. Data from the survey indicate that LETRS PL has enhanced
participants’ conceptual understanding and practical knowledge of literacy instruction. It is
important to note that this study did not collect specific data on the procedural knowledge or

IMPACT OF LETRS PROFESSIONAL LEARNING 123
"how to" aspects of implementing these strategies in the classroom. Future research could benefit
from exploring the detailed processes and methods teachers use to apply their enhanced
conceptual understanding in practice.
Recommendation: Provide structured opportunities to implement and apply
evidence-based practices. To capitalize on the positive outcomes of the training, it is essential
to ensure fidelity in the application of the “Bridge to Practice” component of the LETRS PL
program. This comprehensive program is designed to bridge the gap between scientific literacy
research and practical classroom application, ensuring that teachers not only gain the necessary
knowledge but also develop the skills to apply it effectively. Research indicates that when
teachers are provided with structured opportunities to implement evidence-based practices, they
are more likely to see improvements in student literacy outcomes (Melby‐Lervåg et al., 2012;
Weiser & Mathes, 2011). By reinforcing the application of these strategies within the LETRS
framework, HSD can create a cohesive approach to literacy instruction that benefits all students.
Ensuring fidelity in the application of the Bridge to Practice component of LETRS PL is crucial
for maximizing the benefits of the training.
Teacher Subject Knowledge and Students’ Reading Proficiency and Growth
The study’s findings offer valuable insights into the impact of teacher subject knowledge
on students’ reading growth and proficiency. Statistical analyses, including repeated measures
ANOVA and one-way ANOVA, reveal significant gains in student reading growth and
proficiency scores, which correlate with teachers’ completion of LETRS PL units. Notably, as
teachers complete more LETRS PL units with high assessment performance, students show
improved reading proficiency. This analysis indicates a positive relationship between the number
of LETRS PL units successfully completed by teachers and the observed reading improvement in

IMPACT OF LETRS PROFESSIONAL LEARNING 124
students. However, further statistical comparisons reveal no significant differences (all p-values
well above .05), suggesting that the number of completed units may not substantially impact
reading growth and proficiency, as indicated by the negligible effect size (η² =.002). This implies
that while there is statistical significance, the practical importance of the number of units
completed might be minimal.
Limitations Related to Research Question 1
The knowledge influence dataset has several limitations. Despite tracking focus groups,
the study lacked a control group, which limited the ability to compare results against a baseline
unaffected by the intervention. Furthermore, while the data suggests that students are more likely
to advance in placements when their teachers complete more LETRS PL units, it is not possible
to confirm that this is the sole factor influencing student progress. Typically, students experience
growth over the course of a year due to various influences, which the dataset on knowledge
influences does not account for. While these results confirm that teachers’ improved subject
knowledge through LETRS PL contributes positively to student reading outcomes, the relatively
small effect sizes suggest the influence of other factors.
By employing a conceptual framework that considers knowledge, motivational, and
organizational factors, we can gain a more comprehensive understanding of the complexities
surrounding PL. This leads us to consider the vital role of teacher motivation in the PL process.
Research Question 2 explores this connection: “To what extent does teacher motivation
contribute to students’ reading proficiency and growth?” By investigating the interplay between
teacher motivation and the application of their subject knowledge, we aim to uncover additional
insights that might enhance the effectiveness of LETRS PL and inform strategies to better
support educators in their professional practice.

IMPACT OF LETRS PROFESSIONAL LEARNING 125
Recommendations: Research Question 2
To what extent does teacher motivation toward improving subject knowledge contribute
to students’ reading proficiency and growth?
Understanding the motivational influences driving teacher engagement in PL is crucial
for addressing organizational performance gaps and enhancing student outcomes. Clark and
Estes (2008) highlight the need to identify and address motivational factors contributing to
organizational performance gaps. Although these motivational influences are validated as assets,
the findings show they do not significantly improve student reading proficiency and growth. As
outlined in Table 25, this section discusses the implications of these findings and offers contextspecific recommendations to optimize PL initiatives. Leveraging insights from motivational
theory and empirical research, educators can better align PL experiences with intrinsic and
extrinsic motivators, enhancing teaching effectiveness and, ultimately, student achievement.
Table 25
Summary of Motivational Influences and Recommendations
Assumed Motivation
Influence
Validation Principle and Citation Context-Specific
Recommendation
Teachers engaged in
LETRS professional
learning need to believe in
their own abilities.
(expectancy for success).
Asset There is a positive correlation
between teachers’ self-efficacy and
their specific ability beliefs
regarding their own teaching
(correlation coefficient =.28), and
these factors are positively
associated with teaching
performance (Klassen & Tze, 2014).
● Foster teacher
expectancy for
success through
collaborative
feedback.
● Implement a
structured approach
of in-person
quarterly
professional
learning days.
● Provide continuous
feedback on PL
progress to
enhance teaching
practices.
Teachers engaged in
LETRS professional
Asset Evidence suggests that teachers are
more likely to harbor positive
● Schedule a
professional

IMPACT OF LETRS PROFESSIONAL LEARNING 126
Assumed Motivation
Influence
Validation Principle and Citation Context-Specific
Recommendation
learning need to value
scientifically based reading
instruction (task value).
attitudes toward the implementation
of a PD program when their beliefs
match its pedagogical philosophy
(Donnell & Gettinger, 2015).
learning launch for
each cohort to
communicate the
“why” behind the
initiative and build
collective efficacy.
Teachers engaged in
LETRS professional
learning need to invest
significant time and
resources (cost).
Asset Cost, influenced by the anticipated
effort and an assessment of the time
and resources needed, is a
significant factor in motivation
(Flake et al., 2015). When making
decisions, the concept of cost
becomes crucial, as choosing one
option often means sacrificing
another (Barron & Hulleman, 2015).
Even when a task is otherwise
valued, high perceived costs can
deter motivated behavior (Osman &
Warner, 2020). Many teachers cite
cost as a reason for not
implementing PD (Cameron et al.,
2013).
● Provide dedicated
time during the
workday for
teachers to engage
in evidence based
professional
learning.
● Offer incentives
such as stipends
and professional
development
credits.
Recommendations for Motivational Influences
The researcher investigated whether increased motivation toward improving subject
knowledge is associated with improved student literacy outcomes, using both descriptive
statistics and survey data. Although the three assumed motivational influences were validated as
assets, they did not significantly improve reading proficiency and growth among students. The
analysis showed no significant correlation between motivation levels and reading scores at
baseline (r =.17; p =.09) or after completing 7–8 units of LETRS PL (r =.19; p =.26). The
research findings can inform recommendations to enhance the effectiveness of PD initiatives and
improve student outcomes.
Expectancy for Success
Recommendations: Implement a Structured Approach that Emphasizes
Collaborative Feedback, In-Person Quarterly Professional Learning Days, and Continuous

IMPACT OF LETRS PROFESSIONAL LEARNING 127
Feedback. The research findings indicated that all participants exhibited high scores in
expectancy for success, placing them within the high expectancy - high value quadrant.
However, LETRS PL has not yet been scaled to reach a broader audience. Therefore, the
following recommendations are proposed to sustain and enhance this positive momentum.
To boost teachers' belief in their own abilities (expectancy for success), it is
recommended to schedule quarterly in-person LETRS PL days focused on skill-building. These
sessions should provide teachers with opportunities to practice new strategies in a supportive
environment. Studies show a positive correlation between self-efficacy and teaching
performance (Klassen & Tze, 2014). Therefore, enhancing teachers’ confidence in their abilities
can lead to improved instructional outcomes. The in-person learning days should include
opportunities for experienced educators to model effective practices and provide feedback,
reinforcing teachers’ self-efficacy beliefs (Brekke et al., 2003). Continuous feedback is essential
for maintaining motivation and improving teaching efficacy (Arslan, 2017). Regular check-ins,
coaching sessions, and collaborative planning time can help teachers feel supported as they
integrate new practices into their classrooms.
Given the lack of a significant correlation between motivation and student reading scores,
it is crucial to tailor PL to address the specific needs and contexts of educators. This approach
should focus on practical strategies that teachers can implement in their classrooms to foster a
supportive learning environment.
Task Value
Recommendation: Schedule a Professional Learning Launch for Each Cohort to
Communicate the “Why” Behind the Initiative and Build Collective Efficacy. To enhance
and broaden teachers' task value within the LETRS PL initiative, it is crucial to effectively

IMPACT OF LETRS PROFESSIONAL LEARNING 128
communicate the “why” behind the initiative. Research indicates that understanding the value
and relevance of PD significantly influences teachers' motivation and engagement (Fiorilli et al.,
2020). By scheduling a PL launch for each cohort, HSD can provide a platform for educators to
explore the underlying principles of the LETRS program, emphasizing its alignment with
scientifically based reading instructional strategies. This launch should focus on articulating the
rationale behind the LETRS initiative, highlighting its evidence-based approach to literacy
instruction. According to Hattie (2009), when educators understand the impact of their teaching
strategies on student outcomes, they are more likely to engage with and implement those
strategies effectively. By framing LETRS within the context of improving student literacy and
aligning it with current research on effective reading instruction, HSD can foster a sense of
purpose and urgency among educators.
The launch should also aim to build collective efficacy among teachers. Collective
efficacy refers to the shared belief in the ability of the group to achieve desired outcomes
(Goddard et al., 2000). Research has shown that when teachers feel a sense of collective efficacy,
they are more likely to collaborate and support one another in implementing new strategies
(Goddard et al., 2004). By facilitating discussions and activities that promote collaboration and
shared goals during the launch, HSD can strengthen the collective efficacy of its educators,
thereby enhancing their expectancy for success.
Finally, the PL launch should establish clear goals and expectations for the LETRS
initiative. According to Locke and Latham (2002), setting specific and challenging goals can
significantly enhance performance and motivation. By outlining the objectives of the LETRS
program and what is expected of educators, HSD can provide a clear roadmap for success. This

IMPACT OF LETRS PROFESSIONAL LEARNING 129
clarity will help teachers understand how their participation in the initiative contributes to their
professional growth and the improvement of student outcomes.
A PL launch for each cohort is a critical step in fostering teachers' expectancy for success
within the LETRS PL initiative. By effectively communicating the value of the program,
building collective efficacy, providing opportunities for engagement, and establishing clear goals
and expectations, HSD can enhance teachers' motivation and commitment to implementing
scientifically based reading instructional strategies.
Cost
Recommendations: Provide Dedicated Time During the Workday for Teachers to
Engage in Evidence-Based Professional Learning and Offer Incentives such as Stipends
and Professional Development Credits.
Based on the analysis of survey responses, it is evident that Harborview School District
has implemented several supportive measures to facilitate staff engagement with the LETRS
professional development program. Notably no participant scored above a 3 on the 5-point scale
for perceived cost, indicating a relatively low perception of cost associated with LETRS
participation. Qualitative responses highlighted the efficacy of allocated time within the workday
for LETRS PL coursework completion, with particular mention of the utility of Friday early
release periods or other designated time blocks. In-person training sessions were also frequently
cited as valuable components of the learning process. However, some staff members reported
persistent challenges in securing uninterrupted time for full engagement with the material,
particularly when balancing competing professional responsibilities. In light of these findings,
the following recommendation is proposed to build upon existing strengths while addressing
remaining barriers to optimize teacher motivation.

IMPACT OF LETRS PROFESSIONAL LEARNING 130
Recognizing that perceived costs can deter teachers from engaging in PD, it is crucial to
minimize these barriers. A fundamental motivational principle suggests that the more an
individual values an activity, the more likely they are to choose, sustain, and actively participate
in it (Rueda, 2011). Educational institutions should provide dedicated time during the school day
for teachers to participate in LETRS PL, thereby reducing the perceived cost associated with
time and resource investment (Flake et al., 2015). Despite the task’s inherent value, high
perceived cost can deter motivated behavior (Osman & Warner, 2020). Many teachers report
cost as a barrier to implementing PD (Cameron et al., 2013).
HSD can alleviate concerns about the time commitment required for participation by
integrating PD into the school schedule, thereby enabling teachers to engage more fully in the
learning process. Studies show that providing teachers with PD time during their work hours
increases their participation and benefits (Ekinci & Acar, 2019; Kazanopoulos et al., 2022). In
addition to providing dedicated time, offering incentives such as stipends or PD credits can
further alleviate concerns about the costs associated with participation. Incentives have been
shown to motivate teachers to engage in PD activities, as they provide tangible benefits that
offset the perceived costs (Howard & Miller, 2018).
Addressing the perceived costs associated with PD is crucial for fostering teacher
engagement in the LETRS initiative. By providing dedicated time for participation and offering
incentives, HSD can cultivate an environment that prioritizes deep teacher PL and ultimately
improve student literacy outcomes.
Limitations Related to Research Question 2
The current study investigating the link between teachers’ motivational profiles and
student outcomes presents several limitations. The sample predominantly includes literacy

IMPACT OF LETRS PROFESSIONAL LEARNING 131
specialists and instructional coaches, which may introduce bias. These specialists may have
unique motivations and experiences that differ from general classroom teachers or educators in
other subject areas. Consequently, the findings may not generalize to a broader range of
educational professionals. Future research should include a more diverse sample encompassing
various roles within the educational system, such as general classroom teachers and special
education teachers, to provide a more comprehensive understanding of teachers’ motivations
across different contexts.
Building on the insights gained from examining teacher motivation and its connection to
improved subject knowledge and student reading outcomes, it becomes essential to turn attention
to the organizational factors that play a critical role in the implementation of LETRS PL. This
leads to Research Question 3: “What are the recommended organizational solutions to effectively
implement evidence-based reading professional learning?” Exploring this question aims to
identify strategic organizational approaches that can support the successful implementation of
LETRS PL, enhancing both teacher development and student achievement in reading.
Recommendations: Research Question 3
What are the recommended organizational solutions to effectively implement evidencebased reading professional learning?
The recommendations for organizational solutions are based on the conceptual
framework used in this study, specifically Fullan and Quinn’s (2016) coherence framework. This
framework identifies the conditions and broad levels of infrastructure that facilitate deep
implementation. The recommendations align with the four drivers for whole system change:
focusing direction, cultivating collaborative cultures, deepening learning, and securing

IMPACT OF LETRS PROFESSIONAL LEARNING 132
accountability (Fullan & Quinn, 2016). Table 26 provides an overview of the organizational
factors identified in the study, which will be discussed in the following sections.
Table 26
Summary of Organizational Influences and Recommendations
Assumed
Organizational
Influence
Organizational
Driver
Validation Principle and Citation Context-Specific
Recommendation
Harborview
School District
needs to have a
clear vision for
LETRS
professional
learning.
Focusing
Direction
Asset A crucial prerequisite for
becoming a learning
organization is the
deliberate setting of goals
and aligning them with the
organization’s mission
(Clark & Estes, 2008).
Rueda (2011) emphasizes
the importance of
establishing long-term,
intermediate, and daily
performance targets as the
first step in implementing
Clark and Estes’ (2008)
gap analysis model.
● Establish a clear
vision framework
for professional
learning.
● Foster regular
communication
among all
participants
engaged in the
professional
learning.
Harborview
School District
needs to
measure
progress in both
teacher
knowledge and
student
outcomes.
Securing
Accountability
Asset Assessments are essential
for identifying gaps in
organizational performance
and designing appropriate
solutions. They provide
evidence-based insights
and serve as a tool for
meeting external
accountability demands
(Clark & Estes, 2008;
Rueda, 2011).
● Establish clear
accountability
metrics for
participants and
student learning
outcomes.
● Establish
transparent and
regular data
collection and
analysis.
● Establish feedback
mechanisms to
support continuous
improvement.
Harborview
School District
needs to
cultivate
collaborative
cultures around
LETRS
professional
learning.
Cultivating
Collaborative
Cultures
Asset An effective PD program
provides teachers with
opportunities to share ideas
and engage in collaborative
learning, often within the
context of their daily work
(Darling-Hammond et al.,
2017). Several studies have
shown that teacher PD is
more effective in
● Allocate dedicated
time within the
school schedule for
collaborative
learning among
participants.
● Invest in literacy
leadership
development.

IMPACT OF LETRS PROFESSIONAL LEARNING 133
Assumed
Organizational
Influence
Organizational
Driver
Validation Principle and Citation Context-Specific
Recommendation
influencing teacher
learning and practice when
teachers from the same
school, department, or
grade level participate
together (Birman et al.,
2000; Desimone et al.,
2002; Garet et al., 2001).
Harborview
School District
needs to deepen
learning in
scientific based
reading
strategies.
Deepening
Learning
Asset Research on PD has
determined that teachers
require dedicated time for
acquiring, internalizing,
discussing, and applying
new knowledge (Garet et
al., 2001).
● Ensure continuous
and sustained
professional
learning
opportunities.
Recommendations for Organizational Influences
Organizational Driver: Focusing Direction
Harborview School District needs to have a clear vision for LETRS professional
learning.
The organizational driver of "focusing direction" is validated as an asset for participants
in the study, as feedback indicates a strong perception of clarity regarding the district’s vision for
the LETRS PL. With 72.1% of participants affirming this clarity, it is essential to build upon this
foundation to enhance the effectiveness of LETRS implementation. This section will expand on
the organizational recommendations necessary to further solidify the "focusing direction" driver,
ensuring that long-term and intermediate goals are clearly defined and aligned with HSD's
mission. To effectively implement LETRS, HSD must consider several organizational structures
that can enhance the clarity and focus of its vision.
Recommendation: Establish a Clear Vision Framework for LETRS Professional
Learning. The survey results indicate that HSD has successfully communicated a clear vision
for LETRS PL. A significant majority of participants (72.1%) either strongly agreed or agreed

IMPACT OF LETRS PROFESSIONAL LEARNING 134
that the district's vision for LETRS PL is clear, with no respondents expressing disagreement.
This high level of perceived clarity suggests that HSD has laid a strong foundation for the
implementation of LETRS PL. Qualitative data further substantiates this finding, with
respondents noting how LETRS has been strategically integrated into existing district initiatives.
For instance, one participant who observed: "FWPS has woven LETRS concepts into 4+1 PD
opportunities. For example in August I saw the reading strand in my Fundations training." This
alignment of LETRS with other programs reflects a coherent, system-wide approach to
professional learning.
To further capitalize on this positive perception and ensure long-term success, it is crucial
to establish a comprehensive vision framework that aligns with the district's overall mission and
provides a clear pathway for achieving improved literacy outcomes. This recommendation aims
to build upon the existing strengths in vision communication while providing a more structured,
strategic approach to guide the district's LETRS PL initiatives. Clark and Estes (2008) emphasize
that long-term and intermediate goals must align with the organization's mission to foster a
coherent direction. This alignment is critical for cultivating a unified, collective effort towards
the goal of enhancing students' literacy proficiency. The district's current approach, as evidenced
by a respondent who noted, "LETRS is designed to increase teacher pedagogy, it is not a
curriculum," suggests an understanding of LETRS as part of a broader strategy for improving
instructional practices. To solidify this alignment, HSD should develop a clear, compelling
vision statement that encapsulates the objectives of LETRS PL. This vision should ensure that all
stakeholders, from administrators to classroom teachers, understand the intended outcomes and
their individual roles in achieving them. This aligns with findings from Darling-Hammond and

IMPACT OF LETRS PROFESSIONAL LEARNING 135
McLaughlin (2011), who further support this assertion by emphasizing that a well-defined vision
is a cornerstone for effective PD and school improvement.
In addition to establishing a vision for LETRS PL, HSD must cultivate a shared purpose
and a pathway to achieve that purpose. Clark and Estes (2008) identify several key elements that
contribute to the success of such initiatives, including the connection between a compelling
vision, a clear path to reach that goal, specific work goals, effective procedures, motivational
support, and robust assessment mechanisms. These elements are vital for ensuring that the vision
is not only aspirational but actionable, allowing for measurable progress toward the desired
outcomes. Clark and Estes (2008) argue that without this alignment, efforts to implement change
can become disjointed and ineffective. This highlights the crucial role of HSD in clearly
articulating its vision and aligning its organizational structures, resources, and processes, with
the overall objectives of enhancing literacy outcomes. The alignment of these elements is critical
for creating an environment that fosters meaningful change and sustained improvement in
educational practices. Aligning HSD’s long-term and intermediate goals with its mission,
developing a clear vision statement, and establishing a shared purpose are all critical steps in
fostering a coherent direction for educational improvement and increasing the likelihood of
success in achieving the desired outcome of improved literacy for all students.
Recommendation: Foster Regular Communication Among All LETRS Participants.
Effective communication is crucial for maintaining clarity in organizational direction. Regular
updates on LETRS progress and expectations should be disseminated through various channels,
including email, in-person meetings, and digital platforms (see Appendix B). This multifaceted
approach fosters a shared understanding of goals and responsibilities by keeping all stakeholders
informed and engaged. Guskey and Yoon (2009) emphasize that effective communication

IMPACT OF LETRS PROFESSIONAL LEARNING 136
strategies are essential for successful PD. Clear communication not only builds trust but also
enables individuals to adapt their performance in response to unexpected events (Fullan &
Quinn, 2016). Trust, in turn, enhances commitment to change goals at all organizational levels,
facilitating a cohesive approach to implementing educational reforms (Fullan & Quinn, 2016).
Rezaei et al. (2012) further support the role of communication in fostering organizational trust,
finding that effective communication reduces conflict and enhances organizational learning
capabilities. Prioritizing communication can lead to a more trusting and collaborative
environment, supporting the successful implementation of LETRS.
Effective communication is a cornerstone of successful change indicators. It clarifies
goals and strategies, builds trust, and fosters a collaborative culture. By prioritizing ongoing
communication and engagement among all stakeholders, HSD can enhance the capacity to
implement LETRS PL effectively and improve outcomes for students.
The organizational recommendations outlined in this section aim to enhance the
"focusing direction" driver within HSD's LETRS PL initiative. By establishing a clear vision
framework and fostering regular communication, HSD can ensure that its vision for LETRS is
both clear and actionable. These strategies promote a culture of continuous improvement and
collaboration, ultimately leading to more effective PL experiences for educators.
Organizational Driver: Securing Accountability
Harborview School District needs to measure progress in both teacher knowledge and
student outcomes.
The organizational driver of “securing accountability” is essential for HSD to effectively
measure progress in both teacher knowledge and student outcomes. According to the staff
survey, 88.4% of participants agree or strongly agree that HSD effectively monitors changes in

IMPACT OF LETRS PROFESSIONAL LEARNING 137
student literacy outcomes and holds participants accountable for implementing their acquired
knowledge. This positive consensus indicates a robust framework for accountability within HSD.
The Kirkpatrick Model of Evaluation, developed by Donald Kirkpatrick in the late 1950s,
is a widely recognized framework for assessing the effectiveness of training programs across
various fields (Clark & Estes, 2008). The model consists of four distinct levels of evaluation,
each designed to measure different aspects of training effectiveness (see Table 27 below). This
model is particularly useful for explaining the securing accountability section of this research.
While applicable throughout the conceptual framework, its focus is most pronounced in
enhancing the understanding of securing accountability.
Table 27
Four Levels of Evaluation
Four Levels of Evaluation
LEVEL 1: Reactions
Are the participants motivated by the program? Do they value it?
LEVEL 2: Impact During the Program
Is the system effective while it is being implemented?
LEVEL 3: Transfer
Does the program continue to be effective after it is implemented?
LEVEL 4: Bottom Line
Has the transfer contributed to the achievement of the organizational goals?
Note. Adapted from Clark and Estes 2008, with copyright by CEP Press (2002).
The concept of accountability has evolved considerably, especially in response to
critiques surrounding traditional punitive measures. Daniel Pink's (2009) work on motivation
highlights the inadequacies of the “carrots and sticks” approach, which is primarily effective for
tasks requiring mechanical skills but fails to engage educators in complex, creative endeavors.
This critique is particularly relevant when examining accountability systems, which often rely
heavily on standardized testing. Addressing educational issues in isolation, known as the silo

IMPACT OF LETRS PROFESSIONAL LEARNING 138
problem, exacerbates the challenges associated with accountability. While this section outlines
organizational solutions aimed at further securing accountability in monitoring teacher
knowledge and student literacy outcomes, it is important to note that these solutions are part of
the conceptual framework that supports accountability paired with other components.
Recommendation: Establish Clear Accountability Metrics. To ensure accountability
in the LETRS PL initiative, HSD should establish clear metrics for evaluating both teacher
knowledge and student outcomes, alongside a systems approach for tracking progress through
data. These efforts will enable HSD to effectively assess LETRS PL using Kirkpatrick’s fourlevel evaluation model, focusing on program impact (Level 2), impact during implementation
(Level 3), and student outcomes (Level 4).
Evaluation is crucial for identifying and bridging performance gaps while ensuring
program effectiveness and cost-efficiency. Well-defined metrics provide an objective view of
progress toward closing performance gaps. Without such evaluation systems, misaligned
perceptions or wishful thinking can lead to erroneous and potentially harmful conclusions (Clark
& Estes, 2008). Implementing these criteria from the outset will set clear expectations for all
stakeholders. Jasin (2019) supports the notion that ongoing data analysis is essential for informed
decision-making and accountability in education. Metrics should align with the district’s LETRS
PL goals and include specific, measurable indicators of success. For instance, teacher
assessments, student literacy assessments, and classroom observations can serve as valuable
tools for measuring progress. Research by Gold et al. (2020) emphasizes the importance of
clearly defined accountability metrics in fostering a culture of continuous improvement within
educational settings. This may include tracking teacher progress in LETRS studies, reviewing
student iReady assessment data, and monitoring Bridge to Practice focus groups. Analyzing this

IMPACT OF LETRS PROFESSIONAL LEARNING 139
data will enable HSD to identify trends, pinpoint areas for development, and gauge the overall
effectiveness of the LETRS PL initiative.
Recommendation: Implement Feedback Mechanisms for Continuous Improvement.
To stay motivated, humans need to experience success and understand the conditions that drive
progress. However, constant overload and fragmentation can weaken this purpose (Fullan &
Quinn, 2016). To counteract these challenges, HSD should implement structured feedback
mechanisms that provide opportunities for educators to reflect on their practices and outcomes.
The qualitative data emphasizes the importance of feedback and reflection in supporting
educators' implementation of LETRS. Several respondents highlighted the value of dedicated
time and opportunities to collaborate with colleagues, as one participant noted, "The in person
sessions and when I can having time during the school day to complete the individual sessions
[were most helpful]." The "quarterly class that is offered in person gives me so many resources
and supports my understanding to be able to go back to my classroom and try all my new
learning," further emphasizing the significance of the in-person training sessions for feedback
and reflection. Regular feedback sessions where teachers discuss their experiences with LETRS
and share insights on student outcomes are essential. Research by Ingvarson et al. (2005)
supports the assertion that feedback is a critical component of effective professional
development, as it helps educators refine their practices and improve student learning outcomes.
Teachers can use reflective practice to deepen their understanding and application of
LETRS strategies. HSD should provide structured opportunities for teachers to reflect on their
teaching practices, share insights with colleagues, and set goals for improvement. Reflective
practices can help teachers identify their biases and enhance their instructional techniques
(Delgado & Rodríguez, 2022). By fostering a culture of reflection, HSD can empower educators

IMPACT OF LETRS PROFESSIONAL LEARNING 140
to take ownership of their professional growth and continuously improve their teaching methods.
Incorporating reflective practices into professional learning sessions can enhance the depth of
understanding among educators. This can include journaling, small group discussions, or whole
group reflections. Reflective practices, such as feedback from colleagues and self-evaluation, are
practical tools that enhance teaching competencies and motivate professionals to improve their
skills (Akram & Qureshi, 2021).
The organizational solutions outlined in this section aim to enhance the “securing
accountability” driver within HSD's LETRS PL initiative. By establishing clear accountability
metrics, implementing regular data collection and analysis, and creating feedback mechanisms,
HSD can enhance educators' understanding of their practices and promote continuous
improvement.
Organizational Driver: Cultivating Collaborative Cultures
Harborview School District needs to cultivate collaborative cultures around LETRS
professional learning.
According to the staff survey results, LETRS participants have positive perceptions of
collaborative learning, with 79.1% agreeing or strongly agreeing that such opportunities exist.
Additionally, the theme of “cultivating collaborative cultures” emerged prominently,
highlighting peer collaboration as a crucial element of PD. However, barriers to peer
collaboration, such as time constraints and the need for more administrative support, were also
identified. To enhance collaborative learning and address these barriers, the following
organizational recommendations are proposed.
Recommendation: Provide Structured Collaborative Time for Staff Engaging in
LETRS Professional Learning. To facilitate meaningful collaboration, HSD should allocate

IMPACT OF LETRS PROFESSIONAL LEARNING 141
dedicated time within the school schedule for LETRS participants to engage in collaborative
learning. This could involve designating specific hours each week for teachers to meet, share
resources, and discuss best practices related to LETRS implementation. Research by Vescio
(2008) emphasizes the importance of structured time for collaboration in enhancing peer
engagement and learning outcomes. HSD can foster a culture of collaboration that supports
professional growth by protecting this time from other meetings and responsibilities. The
establishment of structured collaborative time aligns with findings from Belay et al. (2022), who
highlight that teachers engaged in developing and expanding PL communities and collaborative
inquiry enhance their social capital, which is crucial for PD. This structured time not only allows
for the sharing of resources but also encourages critical inquiry and reflection among educators,
leading to improved instructional practices. Furthermore, Khasawneh (2023) notes that
collaborative efforts among teachers are imperative for fostering PD and achieving favorable
academic outcomes for students. By prioritizing structured collaborative time, HSD can create an
environment where teachers feel supported in their PL journey, ultimately benefiting student
literacy outcomes. Welsh et al. (2021) emphasize the role of school leadership in fostering a
learning organization, thereby reinforcing the implementation of structured collaborative time.
By prioritizing and safeguarding time for collaboration, school leaders convey to teachers the
importance of collaborative learning and its crucial role in professional development. This
approach not only enhances teacher engagement but also contributes to a more cohesive and
effective learning community within the district.
Quarterly in-person PL sessions that focus on the alignment of LETRS goals with
classroom practices can further enhance the “focusing direction” driver. These sessions should
involve collaborative goal-setting activities where educators can contribute to defining specific,

IMPACT OF LETRS PROFESSIONAL LEARNING 142
measurable objectives related to LETRS implementation. This participatory approach empowers
teachers and ensures that the goals reflect the realities of classroom practices, as supported by the
work of Seidel and Stürmer (2014), who discuss the importance of professional vision in teacher
education. Furthermore, Irvine and Price (2014) underscore the efficacy of collaborative
professional conversations in facilitating policy implementation and practice transformation, a
concept that these sessions can incorporate.
Too many organizations fail to connect high-level goals with specific team or individual
work goals (Clark & Estes, 2008). Building capacity through in-person PL serves as a crucial
driver for change, requiring a clear focus on student learning, effective practices, and ongoing
learning cycles. Once the organization establishes the necessary conditions, its capacity-building
needs start to emerge (Fullan & Quinn, 2016).
Recommendation: Invest in Literacy Leadership Development. Research by Wong
and Cummings (2007) highlights the significant influence of leadership on educational outcomes
and emphasizes the necessity for leaders to effectively embody and convey the vision. In HSD,
strengthening leaders’ capacity in research-based literacy practices is crucial for fostering a
culture of continuous improvement in literacy education. Leaders play a pivotal role in
developing a guiding vision, creating supportive conditions, and charting a course for change.
They continuously define, articulate, and shape the path toward the new vision; they do not
prioritize the detail of every aspect of the journey but rather set a broad direction that encourages
growth and innovation (Fullan & Quinn, 2016). Furthermore, Campbell et al. (2003) note that
school leaders must express values related to the broader educational, social, and personal
development of students and staff. Leaders who embody these values can inspire their teams to

IMPACT OF LETRS PROFESSIONAL LEARNING 143
collaborate toward shared goals, thereby enhancing the overall effectiveness of educational
initiatives (Campbell et al., 2003).
To address the barriers that emerged in the staff survey regarding administrative support,
HSD should ensure that school leaders are actively involved in LETRS PL. This involves
offering opportunities for administrators to participate in literacy-related PL. Hitch (2024) notes
that effective communication and support from leadership are critical for fostering collaboration
and overcoming workplace barriers. By reinforcing the value of collaborative learning at all
levels of the organization, HSD can create an environment conducive to PD. By actively
involving administrators in literacy PL, HSD can ensure they are equipped with the knowledge
and skills necessary to support their staff effectively. Choi et al. (2018) found that educational
leadership significantly influences team effectiveness, with organizational communication
serving as a mediating factor. By fostering a culture of open communication and support, HSD
can address the barriers that teachers face in their collaborative efforts, ultimately leading to
improved outcomes for both educators and students.
The research clearly demonstrates the critical role of leadership in shaping educational
outcomes, emphasizing that leaders must not only embody and articulate the vision but also
actively support PL initiatives. By enhancing leaders' capabilities in research-based literacy
practices and involving them in LETRS PL, HSD can establish a robust framework for
continuous improvement. Addressing barriers identified in staff surveys, such as the need for
greater administrative support, calls for providing PL opportunities specifically for school
leaders. This ensures they possess the necessary skills and knowledge to foster an environment
of collaboration and growth. By prioritizing these strategies, HSD can create a culture of open

IMPACT OF LETRS PROFESSIONAL LEARNING 144
communication and support, ultimately leading to better collaboration among educators and
improved learning outcomes for students.
Organizational Driver: Deepening Learning
Harborview School District needs to deepen learning in scientific-based reading
strategies.
Findings regarding the key driver of “deepening learning” indicate that deepening the
learning of LETRS PL strategies is a significant asset for both the organization and individual
teachers, with staff reporting increased understanding and application of effective reading
strategies. To capitalize on these positive outcomes, the following recommendations are
proposed.
Recommendation: Ensure Continuous and Sustained Professional Learning. To
effectively improve literacy instruction, HSD should expand the implementation of LETRS PL
to include all elementary teachers who teach reading. Research by Fiorilli et al. (2020) indicates
that effective training, particularly when continuous and aligned with educators' professional
needs, can significantly alter teaching practices. By broadening the reach of LETRS
participation, HSD can foster growth and improvement among all educators, leading to more
effective reading instruction across the district. Expanding LETRS cohorts will not only increase
the number of educators involved in PL, but also support a cohesive and consistent approach to
literacy instruction throughout the district.
Revisiting the literature from Chapter 2, the report by the National Council of Staff
Development and the School Redesign Network at Stanford University (Wei et al., 2009) found
that sustained and intensive PD can lead to improved student achievement. Systems that promote
professional growth contribute to significant improvements in teaching methods and student

IMPACT OF LETRS PROFESSIONAL LEARNING 145
outcomes. Strengthening educators’ skills, fostering learning communities, and implementing
systematic PD approaches lead to enhanced teaching quality and student achievement. Similarly,
Yoon et al. (2007) conducted an extensive review of over 1,300 studies and evaluation reports
and found that PD programs with extensive contact hours—between 30 to 100 hours over 6 to 12
months—had a statistically significant impact on student achievement. Shorter PD programs did
not demonstrate such an impact. Building on these findings, LETRS PL offers a comprehensive,
2-year program involving more than 80 hours of training. By ensuring that LETRS is an ongoing
process rather than a one-time event, HSD can deepen the learning of our educators who teach
reading.
Limitations Related to Research Question 3
The dataset used to answer Research Question 3, which includes a staff survey and
thematic responses, has several limitations. One significant limitation is the small sample size of
participants. A small number of respondents can limit the generalizability of the findings, as the
results may not accurately reflect the views and experiences of the entire population of HSD
educators. Cohen (1988) notes that small sample sizes can lead to increased variability in results
and may not provide a comprehensive understanding of the broader context. Therefore, we
should interpret the insights from this study cautiously, as they might not encompass the diverse
perspectives of all educators in HSD.
Additionally, the reliance on self-reported data in the staff survey introduced further
limitations. Self-reported measures are subject to biases, including social desirability bias, where
respondents may provide answers they believe are more favorable or acceptable rather than their
true feelings or experiences. While the findings from the staff survey and thematic responses
provide valuable insights into educators’ perceptions of the LETRS PL program, the limitations

IMPACT OF LETRS PROFESSIONAL LEARNING 146
associated with the small sample size, potential non-representativeness, and reliance on selfreported data must be considered when interpreting the results. Future research should include a
larger and more diverse sample to enhance the generalizability of the findings.
Study Limitations and Delimitations
In general, this study has several limitations. Examining various groups of students over
time without a control group prevents the establishment of causality or the attribution of
outcomes solely to the LETRS PL intervention. This hinders direct comparisons and accurate
conclusions about the program’s effectiveness. The study participants, which include classroom
teachers, instructional coaches, literacy development teachers, and interventionists, have diverse
backgrounds and experiences. This variability in training and expertise potentially impacts
instructional practices and student performance. Additionally, the limited number of staff
participating in the LETRS PL program and the small sample size of students assessed may
affect the generalizability of the findings, limiting the extent to which conclusions can be drawn
about the broader population. Lastly, variations in the number of instructional weeks can affect
student performance on the mid-year i-Ready diagnostic. The district’s assessment window may
cause deviations from the anticipated advancement toward annual growth measures, making it
more difficult to interpret the findings.
Recommendations for Future Research
To enhance future research on the impact of LETRS PL on student reading proficiency
and growth, several key recommendations for future research should be considered. Conducting
longitudinal studies with control groups will be crucial in establishing causality, helping to
determine if improvements in student reading proficiency can be directly attributed to LETRS
training. Expanding participant samples to include more diverse educators from various

IMPACT OF LETRS PROFESSIONAL LEARNING 147
backgrounds and teaching contexts will improve the generalizability of findings and provide
insights into how educational settings and teacher experiences impact effectiveness.
Additionally, there should be a focus on assessing the practical application of LETRS
knowledge in the classroom. This could involve observational studies or video analyses to
identify which instructional practices are most effective in enhancing student reading skills.
Furthermore, qualitative research methods, such as interviews and focus groups, should capture
in-depth insights into teachers' experiences and perceptions of LETRS training. Understanding
these narratives can lead to improved program design and support. These recommendations aim
to deepen the understanding of how PL through programs like LETRS contributes to student
reading growth and how such programs can be optimized to support educators and enhance
literacy outcomes in schools.
Existing literature has established connections between teachers’ motivation and outcomes
such as implementation (Abrami et al., 2004; Chitpin, 2011; Foley, 2011; Lee & Yin, 2011;
Osman, 2017). However, there remains a significant gap in understanding the full spectrum of
outcomes associated with teachers’ motivation to implement PL. Qualitative studies suggest that
ease of implementation can significantly influence teachers’ willingness to adopt new practices
(Abrami et al., 2004; Gaines et al., 2019). If this is the case, practitioners should prioritize
designing PL programs that facilitate straightforward implementation processes. Conversely, if
teachers’ perceptions of value overshadow their perceptions of expectancies for success and cost,
PD experiences must bolster teachers’ sense of value regarding the implementation of new
strategies.
A more robust quantitative understanding of teachers’ motivational profiles is essential.
While motivational researchers have extensively examined students’ motivational profiles

IMPACT OF LETRS PROFESSIONAL LEARNING 148
(Lazarides et al., 2019; Linnenbrink-Garcia et al., 2018; Perez et al., 2019), there is a pressing
need to extend this research to explore teachers' motivational profiles concerning their
implementation of PD. Understanding these profiles can yield significant insights for
practitioners involved in designing and implementing PD experiences, ultimately enhancing the
effectiveness of such programs. This study contributes to the growing body of research exploring
teachers’ motivational experiences. Given the increasing reliance on PD to drive change within
educational institutions, continued investigation into teachers' motivation following professional
development is essential. Future research should address the limitations identified in this study,
particularly by expanding the sample population and deepening the exploration of motivational
factors influencing implementation outcomes.
The limitations identified in this study, including the absence of control groups and a
limited sample size, emphasize the need for more robust research designs that can conclusively
attribute student growth to specific interventions. Future research should seek to fill these gaps
by employing diverse methodologies, expanding participant diversity, and integrating qualitative
insights to fully capture the dynamics of PL and its effects. By doing so, educational
stakeholders can devise more comprehensive and targeted strategies that bolster teacher efficacy
and drive sustained improvements in literacy outcomes, ultimately equipping students with the
skills necessary for academic success.
Conclusion
The results highlight the need for a broader conceptual framework that accounts for
elements such as teacher motivation and organizational factors to optimize reading instruction
and elevate student achievement. Clarke and Hollingsworth (2002) explain why correlational
research on the features and effects of teacher PD often yields underwhelming outcomes. For

IMPACT OF LETRS PROFESSIONAL LEARNING 149
teacher learning and growth to be truly effective, transformations must occur across several
domains of influence. These changes must dynamically engage with the different systems within
which teachers operate professionally, as noted by Opfer and Pedder (2011). Recognizing these
additional influences can inform the development of more comprehensive strategies and
interventions, offering a nuanced understanding of how different elements interact to impact
educational outcomes effectively.
This research also highlights the complex landscape wherein teacher knowledge
intersects with motivational and organizational factors, shaping educational outcomes. While
statistical analyses reveal significant correlations between LETRS unit completion and student
reading advancements, the effect size suggests that other variables may also contribute to these
outcomes. To maximize the potential of teacher training programs like LETRS, it is crucial to
consider the broader systemic and motivational influences at play. This research recognizes that
no single strategy is effective by itself. Success depends on the integration of complete systems
and conditions that promote and support thorough implementation, constantly evaluating the
impact on learners and those connected to them.

IMPACT OF LETRS PROFESSIONAL LEARNING 150
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IMPACT OF LETRS PROFESSIONAL LEARNING 173
Appendix A
Staff Survey for LETRS Participants
Expectancy-Value-Cost in Professional Development 9-Item Short Scale
(adapted from Osman & Warner, 2020)
Likert Scale
Strongly Disagree
Disagree
Slightly Agree
Agree
Strongly Agree
Expectancy for success
E.1 I am confident I can do what was asked of me in this professional development.
E. 2 I believe I can be successful applying this training.
E. 3 I know that I can effectively put into practice the things presented in this training.
Task value
V.1 I am excited to put this training into practice.
V. 2 Participating in this training will help me in my job.
V. 3 It is important to me to apply what I learned in this professional development.
Perceived cost
C.1 I have to give up too much to put this training into practice.
C. 2 Applying this professional development will require too much effort.
C. 3 Applying this training will be too stressful.
Organizational Factors

IMPACT OF LETRS PROFESSIONAL LEARNING 174
Likert scale
Strongly Disagree
Disagree
Slightly Agree
Agree
Strongly Agree
Focusing Direction
FD. 1 Harborview School District’s vision for LETRS professional development is clear.
Securing Accountability
SA.1 Harborview School District monitors changes in student’s literacy outcomes
SA.2 Participants in LETRS professional development are accountable to implement knowledge
gained as a result of LETRS professional development
Cultivating Collaborative Cultures
CC.1 Participants in LETRS professional development have opportunities to engage in
collaborative learning
Deepening Learning (open ended)
DL. 1 How has Harborview School District supported the deepening of staff learning in
scientifically based reading strategies through LETRS professional development? Please share
any specific examples or experiences that has contributed to your understanding and
implementation of these strategies in your teaching practice.
DL. 2 Can you provide examples of specific instances where you have seen the impact of the
knowledge your gained in LETRS professional development on student learning outcomes?

IMPACT OF LETRS PROFESSIONAL LEARNING 175
DL3 How have you integrated strategies and concepts learned in LETRS professional
development into your teaching routines?
Organizational Conditions (open ended)
Organizational conditions refer to the structures, policies, and support systems put in place by the
school district that impact your participation in LETRS professional development. Examples of
organizational conditions may include:
● Availability of dedicated time during the school day for live professional development
sessions.
● Availability of dedicated time to complete online portions of LETRS.
● District facilitator point of contact for participants.
● Stipends for completing the program.
● Financial support for attending LETRS live PD.
● Opportunities for ongoing mentorship or coaching from experienced LETRS
practitioners.
OF. 1 What organizational conditions within Harborview School District have been most helpful
in facilitating your engagement in LETRS professional development?
OF. 2 What organizational conditions present barriers in facilitating your engagement in LETRS
professional development?

IMPACT OF LETRS PROFESSIONAL LEARNING 176
Appendix B
Sample Weekly Staff Communication for LETRS Participants
Week of 9/10 Assignment:
Course Work
1. LETRS Book: Read Unit 1 Session 2
a. Pgs. 19-24
2. Online Coursework:
a. Complete Unit 1 Session 2
Bridge to Practice
Journal
1. Reflect on what you have learned about the connection between oral language and
literacy. Add your thoughts to your journal.
Portfolio
1. Take some time to deeply consider the oral language development of the students you've
chosen for your case study project.
a. For each of your selected students, download a copy of the Oral Language
Development Reflection Worksheet (attached).
b. Answer the question to help you analyze each student's oral language
development.
c. To inform your answers, download the appropriate School-Age Language
Checklist (attached).
d. Add the completed worksheets to the folders you created for each student in
Session 1.
Week of 9/16 *Upcoming* Assignment:
Course Work
1. LETRS Book: Read Unit 1 Session 3
a. Pgs. 25 -34
2. Online Coursework:
a. Complete Unit 1 Session 3
Bridge to Practice
Journal

IMPACT OF LETRS PROFESSIONAL LEARNING 177
1. Reflect on what you have learned about the four language processors and how they work
individually and together. Add your thoughts to your journal.
Portfolio
1. Think about the students you have chosen to follow for your case study.
2. For each student, ask yourself: "Have I done any activities or taken any instructional
approaches that address the phonological processor? The orthographic processor? The
meaning processor? The context processor?" Add your answers to your journal.
3. For each student, ask yourself: "What activities has this student been involved in that tap
into one or more processors?" Again, add answers to your journal.
Please reach out if you have any questions or need any additional support from me!

Abstract (if available)

Abstract This quantitative, quasi-experimental study examined the impact of the Language Essentials for Teachers of Reading and Spelling (LETRS) professional learning (PL) program on student reading achievement and growth in Harborview School District (HSD), Washington State. With only 33% of U.S. fourth-graders reading at or above proficiency, bridging the research-practice gap in reading instruction is critical. The study involved HSD staff participating in LETRS PL and students who are performing below grade level in reading. Key objectives include evaluating the effect of LETRS PL on student reading proficiency and growth, exploring the relationship between teacher motivation and student outcomes, and identifying organizational factors that influence the implementation of evidence-based reading instruction practices.
Findings reveal a modest positive correlation between teachers’ LETRS knowledge and student reading proficiency and growth. However, teacher motivation did not show a significant relationship with enhanced student reading outcomes. Although LETRS enhanced teachers’ knowledge and instructional practices, the small effect sizes suggest the presence of additional factors influencing literacy outcomes. This study emphasizes the multifaceted interplay of pedagogical knowledge, motivation, and organizational dynamics in shaping literacy outcomes. It highlights the need for holistic approaches that integrate multiple influences to optimize the impact of professional learning on student achievement. This research aimed to inform evidence-based educational policies and practices to improve reading instruction and student success.

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Creator Rudnicki, Erika L. (author)

Core Title Examining the impact of LETRS professional learning on student literacy outcomes: a quantitative analysis

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-12

Publication Date 11/12/2024

Defense Date 11/12/2024

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

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