In this panel presentation, we will consider work underway at The City University of New York (CUNY) to integrate culturally responsive, evidence-based practices for teaching literacy that are grounded in the Science of Reading (SoR). We will describe work underway at 5 CUNY colleges under the Path Forward initiative, including comprehensive redesign of coursework, assessments and clinical experiences to further integrate evidence-based practices aligned with the SoR across the trajectory of candidate learning experiences. We will also consider CUNY Reading Fellows (CRF) as an example of SoR-aligned literacy fieldwork for pre-service educators. We will describe training for pre-service educators in SoR aligned reading interventions that incorporate strategies for diverse learners and techniques for ongoing support to ensure program fidelity and culturally responsive techniques. We will describe processes for data collection and analysis, impacts on pre-service educators and striving readers, and examine outcomes for multilingual learners and other subgroups. We will also describe multimodal approaches used with pre-service educators such as virtual classroom features for remote instruction, and hands-on materials used for in-person instruction.
