A national review of teacher-preparation programs shows momentum toward evidence-based “science of reading” training, with the share of programs earning an A rising to 53% since 2023. The National Council on Teacher Quality says fewer programs now rely on discredited practices, but about 1 in 5 still includes outdated approaches or insufficient practice in research-backed reading instruction. The findings come as schools confront persistent literacy gaps that are increasingly showing up in middle grades. Alongside this, a separate report highlights classroom-level efforts where math teachers incorporate vocabulary and reading skills, supported by universal screening and structured interventions for phonics and fluency. Together, the developments point to a workforce pipeline challenge: colleges of education are being pressed to produce instructors who can diagnose foundational reading barriers across subjects and provide targeted support rather than defaulting to comprehension-only interventions.