Date of Award

Spring 2026

Language

English

Embargo Period

4-27-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Literacy Teaching and Learning

Program

Literacy

First Advisor

Erica Barnes

Committee Members

Virginia Goatley, Yaqi Shen

Keywords

sensemaking, literacy policy, Science of Reading, education policy, elementary education

Subject Categories

Early Childhood Education | Elementary Education | Language and Literacy Education

Abstract

Teachers must have opportunities to engage deeply in sensemaking during periods of major literacy reform, as unclear expectations can limit their ability to implement policy with fidelity. Using a cross-sectional survey design, this study explored K-3 literacy teachers’ perceptions, awareness, and factors related to their sensemaking of three science of reading literacy policies and initiatives in New York State. Findings suggested varying levels of awareness of the three literacy policies and initiatives, with teachers reporting that policy messages were communicated primarily through top-down structures, such as principals and literacy coaches within their organizations. Participants drew on personal, organizational, and external sources to interpret messages and often assimilated their understandings of the Science of Reading into their interpretations of the three literacy policies and initiatives. These findings underscore the need for clearer, more consistent policy messaging and for knowledgeable mediators to support teachers’ interpretations, particularly when these policies involve defining and implementing Science of Reading-related policies.

License

This work is licensed under the University at Albany Standard Author Agreement.

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