A new analysis of the Kentucky Reading Academies shows the Language Essentials for Teachers of Reading and Spelling (LETRS) training is making a difference for student literacy success.
Drawing on data from 574 elementary schools across 135 districts, the study by the Kentucky Reading Research Center found that schools with more LETRS-trained teachers experienced stronger growth in the share of students reaching the proficient level and a greater reduction of the number of students at the novice level on the Kentucky Summative Assessment.
With more than 7,000 educators and administrators participating, the findings reinforce LETRS as a powerful, no-cost professional learning opportunity to strengthen literacy outcomes across Kentucky.
“The results of this most recent study into the Kentucky Reading Academies makes one thing perfectly clear: the more teachers are trained in this highly effective professional learning, the better outcomes our students experience in the classroom,” said Commissioner of Education Robbie Fletcher.
Implemented in 2022 after the Kentucky General Assembly’s passage of Senate Bill 9, also known as the Read to Succeed Act, the Kentucky Reading Academies aim to transform literacy instruction across the state by offering an opt-in, no-cost professional learning opportunity to both K-5 educators and administrators.
The goal behind the academies is to promote educators’ knowledge, beliefs and classroom instruction in evidence-based literacy practices to improve student reading outcomes. Facilitated by the Kentucky Department of Education’s (KDE’s) Division of Early Literacy, the academies provide access to Lexia’s Language Essentials for Teachers of Reading and Spelling, better known as LETRS, which is evidence-based professional learning rooted in the science of reading.
Some of the key takeaways of the new study:
- Stronger proficiency rates: Schools with higher percentages of LETRS-trained teachers had significantly more students reaching the proficient level in reading.
- Faster growth in high-implementation schools: Schools above the average level of LETRS participation saw a 4.26% increase in proficient readers, compared to 2.9% in schools below the average.
- Consistent evidence across models: Statistical analyses confirmed a significant positive effect of LETRS training on proficiency outcomes.
- Declines in lower performance levels: Schools with more trained teachers also experienced larger decreases in novice readers.
- Limited administrator effect: While administrator training showed some positive trends, it was not a statistically significant factor in improving outcomes.
The study suggests that the benefits of LETRS are driven primarily by classroom instruction, where trained teachers directly apply evidence-based literacy practices. While leadership support remains important, its measurable impact requires further investigation.
“The report into the benefits of LETRS shows us many great things about the training’s positive impact on early literacy in the Commonwealth,” said Micki Marinelli, KDE’s chief academic officer. “The report also shows some opportunities for growth, including expanded access to LETRS for districts that have not participated yet and future research to better understand how classroom-level implementation of LETRS strategies translates into student success.”
KDE will share more information about registration for Cohort 5 of the LETRS professional learning soon. Two different courses will be offered through the Kentucky Reading Academies: LETRS for Educators and LETRS for Administrators:
- LETRS for Educators: This course is recommended for K-5 teachers, interventionists, reading specialists, instructional coaches and anyone providing reading instruction or intervention supports to early readers.
- LETRS for Administrators: This course is recommended for instructional coaches who have completed LETRS for Educators, district leaders and building administrators.
Read the study summary infographic from the Kentucky Reading Research Center or the full report, “LETRS Implementation in Kentucky: An Analysis of Teacher Training and Student Reading Outcomes,” to learn more about the impact on student outcomes.
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