06/17/2026
The latest review of teacher preparation programs reinforces what many of us have been seeing on the ground: progress is real—but too many aspiring teachers are still not being trained in evidence-based reading instruction.
That matters. Because the research is clear—nearly all students can learn to read when instruction aligns with what we know works. In fact, researchers estimate more than 90% of all students could learn to read if they had access to instruction aligned with this body of evidence.
This is exactly where our West Michigan Early Literacy Collaborative is focused.
We’re working alongside K-12 systems and teaching colleges to better align preparation and practice—grounded in the science of reading and informed by real classroom needs. Not as a simple critique of the system, but as a commitment to strengthen it together.
We also know change here isn’t immediate. It requires sustained partnership, shared accountability, and a willingness to act on both data and evidence.
The opportunity is in front of us.
If we align preparation, practice, and policy—we can ensure every child has the opportunity to become a strong reader.
Check out the review: https://teacherquality.nctq.org/review/standard/Reading-Foundations/2026
Visit our West Michigan Early Literacy Collaborative page for more info on our work: https://talentfirst.net/literacy-collaborative/
Read the article: https://www.chalkbeat.org/2026/06/09/half-of-teacher-prep-programs-teach-science-of-reading-nctq-report-says/
The share of teacher preparation programs fully aligned with the science of reading has doubled, the National Council on Teacher Quality reported. But that leaves hundreds that are falling short, and many programs declined to participate in NCTQ’s study.