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A saying that we lean on in the Science of Reading movement is "know better, do better" a shortened version of Maya Angelou's “Do the best you can until you know better. Then when you know better, do better.”

And yes, for many educators this accurately describes an important step in their SoR journey: building knowledge about language and literacy they may not have been previously taught. However, that knowledge alone will not help us achieve the shifts in literacy needed to impact student outcomes.

As Johann Wolfgang von Goethe notes: “It is not enough to have knowledge; one must apply it. It is not enough to have wishes; one must also accomplish them.” Two recent publications highlight this; each examines the impact of LETRS© training (via state policy) on student outcomes, although using some different approaches. Comparing Studies of LETRS Training Impact.pdf​

In North Carolina, UNC Charlotte and the Education Policy Initiative at Carolina (EPIC) at UNC Chapel Hill evaluated the implemented and initial impact of LETRS© professional development by analyzing focus group, survey data, and videos of classroom instruction to examine the implementation of Science of Reading aligned practices following LETRS© professional development. Key findings include:

• Teachers' access to school-based instructional support from administrators and instructional coaches varied. Participants who received support from instructional coaches viewed it positively, with many suggesting higher levels of coaching support would be valuable.
• A wide range of contextual factors influenced the implementation of LETRS©-aligned practices, such as curriculum alignment, access to materials/resources, and sufficient planning time.
• Teachers reported shifts in instructional practice that were generally perceived as having a positive impact on students' literacy outcomes.
• For future literacy-focused PD, the authors recommend that state and local officials provide teachers with implementation plans and curriculum alignment guides, ongoing access to training materials, classroom instructional resources, and collaborative planning time.

In Colorado, researchers from Lexia (the company that provides LETRS© training (Gearin, Chattergoon, & Brooke) partnered with Dr. Young-Suk G. Kim (University of California, Irvine) and Dr. Shayne B. Piasta (Ohio State University) to investigate the relationship between the Language Essentials for Teachers of Reading and Spelling: 3rd Edition (LETRS©) professional development (PD) program and student reading ability by comparing the third-grade reading achievement of schools using LETRS© to those using other PD programs under Colorado's Read Act. Specifically, they compared average third-grade reading achievement in all schools that began using LETRS© prior to August 15, 2020, to matched comparison schools that exclusively used other PD experiences. Key findings include:

• Completing a Language Essentials for Teachers of Reading and Spelling (LETRS©) volume had large effect estimates on educator knowledge, ranging from 0.82 to 0.94. Posttest scores on the Volume 1 and Volume 2 tests were consistently high (89%–96%).
• Students' average third-grade reading achievement did not statistically differ for schools that adopted LETRS© compared with schools that used exclusively other professional development (PD) experiences in any model.
• All three sensitivity analyses (Early Adopters, Initially Low Knowledge, and Late Adopters) were also not statistically significant.

It is important to note that the authors of this study highlight limitations and possibilities for the null results, asking readers to be mindful of interpreting the results. The authors also note: “Unlike Garet et al. (2008), we could not estimate the effect of LETRS© on classroom instruction because the state’s accountability frame-work focuses on student outcomes rather than classroom instruction. Another possibility is that instruction did improve, but as with the Garet et al. (2008) study, the improvement did not translate to significantly higher student reading scores relative to an active comparison group.” (p. 300)

While these studies differ in many ways, there are some important conclusions to consider as literacy leaders. Both found that LETRS© training positively impacted teacher knowledge. I can attest to this having completed it myself. Additionally, both studies point to the need for teacher supports to translate knowledge into practice. Specifically, the NC study emphasizes the importance of providing teachers with implementation plans, curriculum alignment guides, access to training materials, classroom instructional resources, and collaborative planning time for future success.

Knowledge alone is not enough. It provides an important starting point for educators and leaders by ensuring that we have a shared language and understanding of what evidence-aligned literacy instruction must include. This is the “know” part of our favorite quote. But one cannot simply know better and therefore do better. There is a missing middle in our implementation efforts and we are seeing that in student outcomes that aren’t moving as quickly as state legislators desire.

In this knowing-doing gap, we can lean on differentiated coaching to support teachers’ learning phases to move implementation forward, recognizing that even when educators participate in the same professional learning, they leave with different levels of understanding, confidence, and readiness to apply new practices. By applying the principle that support should match readiness, differentiated coaching intentionally adjusts the approach based on what teachers need at a given point in their learning, utilizing the Instructional Hierarchy concepts of Acquisition, Fluency, and Generalization & Adaptation.

For instance, a coach supporting a teacher in the Acquisition phase, who may be hesitant or making errors, would take a Teaching stance with moves like modeling and guided practice, rather than overwhelming them with abstract reflection. Conversely, a coach for a teacher in the Fluency phase, who is accurate but developing efficiency, would take a Collaborative stance, using problem-solving and evidence analysis to streamline routines, thereby accelerating growth without repeating basic explanations. This clarity and precision ensures that coaching is targeted, more efficient, and more likely to lead to meaningful and sustained instructional improvement.

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​As my friend Justin puts it, some of us need an I do, we do, we do, we do, we do, we do, you do approach. (Listen to the full podcast episode here) As literacy leaders, we must be willing to center teacher needs in order to impact student outcomes. Expecting teachers to learn differently simply because they are adults goes against learning science. How can we pair our understanding of andragogy with the Instructional Hierarchy? I’ve crosswalked them below:

**The image above is an excerpt from a new toolkit I’ve developed called the Differentiated Coaching Toolkit. If you’d like the entire PDF, please reply with your request.

Ultimately, the research is clear: professional knowledge is a vital first step, but it is insufficient to drive the systemic change required for improved student literacy outcomes. To effectively bridge this crucial 'knowing-doing gap,' literacy leaders must shift their focus from mere training completion to sustained, differentiated support. By intentionally aligning coaching efforts with a teacher’s specific learning phase—using frameworks like the Instructional Hierarchy—we can provide the precise, high-leverage support needed to translate foundational knowledge into consistent, effective, and lasting classroom practice, ensuring our collective efforts truly impact the students we serve.

Leadership Moves

1. Establish a differentiated coaching framework
2. Provide comprehensive implementation support
3. Center teacher needs in professional learning design and follow up

What Does This Mean for Me?

Simply training teachers is not enough; the critical next step is to bridge the "knowing-doing gap" by shifting from a focus on training completion to sustained, strategic implementation support. This means you must establish a differentiated coaching framework that intentionally aligns with a teacher’s learning phase (Acquisition, Fluency, etc.), ensuring the support, whether it's direct modeling or collaborative problem-solving, matches their specific needs and readiness. Furthermore, you must provide comprehensive implementation support by guaranteeing teachers have the necessary resources, curriculum alignment guides, and collaborative planning time, as these contextual factors are vital for translating knowledge into consistent classroom practice. Ultimately, this requires a commitment to center teacher needs in professional learning design and follow up, acknowledging that expecting adults to "know better and do better" without targeted, ongoing support goes against learning science and will slow down progress toward improved student literacy outcomes.

Recommended Resources

• The Differentiated Coaching Toolkit - reply and I'll send you the PDF
• ​Using the Instructional Hierarchy to Guide Coaching Cycles​

Where have we been?

I'm having a blast serving as a Professional Learning Specialist for The Reading League.

I'm coaching a literacy coach and a team of first grade teachers! It's super fun to be "in the weeds" of first grade again.

I'm also enjoying presenting professional learning to groups of teachers in various states.

Grab my ebook! The Coaching System Assessment Guide: Identifying Strengths and Opportunities builds on the Coaching System Assessment, taking you beyong the assessment as you dig deeper into four key pillars: People, Process, Product, and Culture. If you’re ready to strengthen your coaching system in a way that truly supports educators and improves outcomes for students, this resource is for you. As a thank you for subscribing to my newsletter, please enjoy 20% off using the code: NEWSLETTER Buy the book

Where can we connect? Bold font shows events at which I'm presenting. NC CEC 40th Annual Conference | Learn more here​ 55th Annual North Carolina Reading Conference | Learn more here ​ IMA Biennial Conference 2026 | Learn more here​ 2026 PaTTAN Literacy Symposium | Learn more here​ Get Engaged Coaching & Leadership Con 2026 | Learn more here​ Check out my calendar Would you like me to join an upcoming event as a speaker? Please reply to this email to inquire about how I can support you and your event.

​​Let's Work Together!

At Linda Rhyne Consulting, I partner with schools and districts to strengthen literacy instruction and instructional coaching systems, so professional learning leads to real change in classrooms. By pairing deep expertise in evidence-aligned literacy practices with extensive experience as a literacy coach, I help leaders and teachers move from understanding the research to implementing it with clarity and consistency.

From assessing your current coaching and literacy systems to designing strategic plans and partnering with leaders for long-term implementation, my work ensures your structures align with research, state standards, and your unique context. The result is cohesive, sustainable systems that support educators, strengthen instruction, and improve outcomes for students.

I’d love the opportunity to work with you and your teams. Book a free 30-minute call to explore how we can design the support your educators deserve.

Are you an individual or small team in need of on-demand support? Now, you can schedule a 90-minute session with me based on your needs at exactly the time you need it. The types of sessions are listed below.

• Consultation: Schedule time for thought partnership to support decisions or planning for your literacy or instructional coaching initiatives.
• Strategy Session: Develop or refine your plans with specific literacy or instructional coaching initiatives in mind.
• Data Analysis: Bring your literacy or coaching data and let's discuss strategic responsive actions!

For 90 minutes, we will meet and discuss your specific needs based on the information you provide when booking the appointment. The price is $250, paid upon booking the session (special pricing and booking link provided for current/former clients - check your email). Feel free to bring your team! Let's get your needs met at a time that serves you.