Influential Leadership in the Science of Reading: Literacy Advocacy for Teachers

During the final session of Lexia’s third annual Science of Reading Week, classroom teachers, curriculum coordinators, and literacy experts unite to explore teacher-focused strategies for effective reading instruction. 

Panelists address practical questions about bridging the gap from theory to practice, emphasizing the science of reading is neither a rigid formula nor a short-term fix. Instead, it’s an evolving body of research that can genuinely transform classroom culture and student outcomes when implemented with commitment, humility, and collaboration.

John Arthur, a current upper-elementary teacher, highlights the importance of reflecting on one’s own instructional gaps and seeking targeted professional learning. He shares that identifying even one “next best step” can lead to systemic changes if approached with clarity and persistence. Dr. Jeannie Wanzek, speaks from her experience as a researcher and former classroom teacher, underscores the efficiency gains that come from explicit, evidence-based practices. By focusing on coherent materials and proven methods, she argues teachers can cover more ground and lighten their workload rather than adding new complexities.

Rhonda Nelson, who transitioned from first grade teaching to a districtwide leadership role, describes advocating for the science of reading as a process of courageous honesty. Teachers must be “bold and persistent,” she says, leveraging student data to communicate the value of training and collaboration to administrators. Ultimately, the importance of educators being open to learning, staying connected to trustworthy resources, and persistently championing literacy for all will position teachers and students for success far beyond Science of Reading Week.