Teacher knowledge is one of the keys to effective literacy instruction. Evidence suggests that while many teachers have implicit or internalised knowledge about the principles of literacy and language instruction, they may have difficulty teaching these without proper training and on-going support1. Teachers with less secure knowledge about language principles have demonstrated weaker ability to provide instruction in these skills2, which has a knock-on effect on learners’ literacy outcomes. This is why robust, high-quality Professional Learning is so important and should be accessible to all teachers.
However, access to high-quality Professional Learning is not always simple or easy. It takes time and effort from teachers on top of all the mandatory training necessary in schools. Teachers have a very high workload, and Professional Learning can become just another obligation rather than a priority.
There is also the challenge of knowing what type of Professional Learning makes the most difference. There are a lot of Professional Learning materials on the market, and it can be difficult to discern which is best. Courses can be too theoretical without clear guidance for classroom practice. Without explicit instruction about what teachers should do with the information they learn, it is unlikely to make a difference to their teaching3. Evidence suggests that the real-life implementation of Professional Learning is what determines whether it makes a difference to teachers’ lives, and their students’ outcomes4.
Work done by the CAL:ON Cymru Professional Learning team found that learners’ reading and spelling outcomes improved after teachers took part in a Professional Learning course informed by the Science of Reading5. This course covered Science of Reading and Science of Instruction principles, including group activities and tools to support schools in conducting an in-depth review of their existing literacy curriculum.
Pupils’ reading and spelling scores improved more after their teacher took part in this course, when compared with pupils whose teacher did not take part in the course. Moreover, teachers felt more confident and empowered – a key component in making lasting changes to practice. These findings build upon prior evidence of the elements of successful professional development6. In short, teachers with broader and deeper knowledge of approaches to literacy instruction feel more confident in their work, and better able to advocate for themselves and the practices they want to see in their schools.
CAL:ON Cymru is expanding upon its previous Professional Learning provision by providing a comprehensive, evidence-informed Professional Learning programme for all teachers in Wales. This new programme will include:
A series of bilingual online Professional Learning modules.
Modules are designed for primary and secondary educators on topics such as effective literacy instruction, motivation, developing oral language skills, word-level reading and writing skills, and building skilled literacy and comprehension. Other modules are designed for school leaders to help develop school-level provision and cluster-working.
In-person workshops, available on a regional basis.
These workshops are targeted primarily at school leaders and literacy coordinators to develop their understanding of evidence-informed literacy instruction, undertake a full review of their school’s literacy current provision, and adapt practices where needed.
Through this training, teachers will gain the knowledge and tools to understand and put into practice systematic, explicit, Science of Reading-informed literacy instruction. It will cover everything from getting the basics of reading and writing in place to developing fluency and building advanced reading and writing skills.
CAL:ON Cymru will deliver this Professional Learning programme from Autumn 2026 to schools taking part in a research evaluation phase. Schools will be asked to assess pupils’ reading and writing alongside the programme. CAL:ON is investigating the impact of Professional Learning on teacher practice, so teachers will be asked to keep a journal and may be invited to provide feedback in a focus group. Feedback will be used to develop and refine the materials to make them as useful as possible for educators in Wales.
If you would like further information about the CAL:ON Cymru Professional Learning programme, please contact: calon-pl-programme@york.ac.uk
References
1. For example, Washburn, E. K., Joshi, R. M., & Binks Cantrell, E. (2010). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61(1), 21–43. https://doi.org/10.1007/s11881-010-0040-y
Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic language concepts and dyslexia. Dyslexia, 17(2), 165–183. https://doi.org/10.1002/dys.426
2. Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44(1), 81–102. https://doi.org/10.1007/bf02648156
3. Piasta, S., Connor, C. M., Fishman, B., & Morrison, F. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224–248.
Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820.
4. Hughes, C. A., Morris, J. R., Therrien, W. J., & Benson, S. K. (2017). Explicit instruction: Historical and contemporary contexts. Learning Disabilities Research & Practice, 32(3), 140–148. https://doi.org/10.1111/ldrp.12142
Piasta, S., Connor, C. M., Fishman, B., & Morrison, F. (2009). Teachers’ knowledge of literacy concepts, classroom practices, and student reading growth. Scientific Studies of Reading, 13(3), 224–248.
Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820.
Piasta, S. B., Farley, K. S., Mauck, S. A., Soto Ramirez, P., Schachter, R. E., O’Connell, A. A., Justice, L. M., Spear, C. F., & Weber-Mayrer, M. (2020). At-scale, state-sponsored language and literacy professional development: Impacts on early childhood classroom practices and children’s outcomes. Journal of Educational Psychology, 112(2), 329–343.
5. Downing, C., Bowen, A. E. J., Dawson, N., Clark, C., Smith, J., Caravolas, M., Watkins, R., & Jones, M. (in preparation). Combining teacher professional development in knowledge of the science of reading and the science of instruction leads to improvements in children’s spelling: evidence from a randomised controlled trial.
6. For example, Wood, P. (2017). Overcoming the problem of embedding change in educational organizations. Management in Education, 31(1), 33–38. https://doi.org/10.1177/0892020616685286