Science of Reading is Now Law in Missouri. Teacher Prep is Lagging, Research Shows.

Missouri has taken important steps in recent years to improve how children learn to read. State leaders passed new laws to strengthen reading instruction by requiring science of reading training, improving curriculum, and providing earlier support for struggling students. These changes are a strong step in the right direction, and they show a growing focus on helping every child become a confident reader.

But a new national report suggests that passing these kinds of policies is only the beginning.

The report looked at more than 1,200 K–3 teachers across the country and focused on how well they understand the “science of reading.” This research shows that children learn best when they are taught how to sound out words, understand language, and build knowledge over time. It is a shift away from older methods that encouraged students to guess words instead of truly reading them.

The good news is that many teachers are getting more training in these research-based methods. Most teachers said they have received recent training, and many said it has helped them improve their teaching. This shows real progress and reflects the kind of changes Missouri is working toward.

However, the report also found that many teachers are still unsure about key ideas. A significant number do not clearly prefer phonics over guessing strategies, even though phonics is proven to work. Others still believe that reading is mostly about practicing general skills, instead of building knowledge and vocabulary. These gaps in understanding can affect how students are taught in the classroom.

The report also highlights a serious fairness issue. Teachers in high-poverty schools tend to have less knowledge about effective reading instruction than those in lower-poverty schools. This is especially concerning because students in these schools often need the strongest support. Even more surprising, these teachers often report receiving more training. This suggests the challenge is not effort, but whether training, curriculum, and support are truly working together.

Another important finding is that many teachers did not learn how to teach reading during their college training. Instead, they said they learned these skills later, while already in the classroom. This means schools are often trying to fix gaps after teachers have already started teaching.

For Missouri, this report offers both encouragement and a warning. The state has already taken meaningful steps to improve reading instruction. But the national data shows that real change depends on how well these policies are put into practice. Training must be high quality. Curriculum must be aligned. And teachers need ongoing support to use these methods effectively.

For families, this matters more than anything. Not all classrooms teach reading the same way, and those differences can shape a child’s future. As Missouri continues to implement these changes, it will be important to make sure that every student—no matter their background—has access to strong, effective reading instruction.

Progress is happening. But making sure it reaches every classroom is the work that comes next.

Read the report from the Fordham Institute here.