Decades of research in the science of reading suggest that using scientifically based reading practices that are aligned with the science of reading will help improve literacy. Literacy is a necessary skill and is critical for a child's overall development. How well children learn to read in school can impact their future success. This mixed methods research study used improvement science to understand the problem of low reading proficiency among students in the Orton School District (pseudonym). The three primary drivers were (a) increasing teacher content knowledge in the science of reading, (b) implementing a phonological awareness curriculum that aligned with the science of reading, and (c) improving teacher practice to provide explicit phonics instruction. The two PDSA (Plan, Do, Study, Act) cycles included (a) conducting two district study groups in the science of reading, and (b) coaching five kindergarten and first-grade teachers in phonological awareness, phonemic awareness, and phonics instruction. Multiple data were collected through teacher surveys, classroom observations, Dynamic Indicator of Basic Early Literacy Skills (DIBELS) reading data, and teacher interviews. These data were examined to determine whether building knowledge in the science of reading and providing coaching in phonological awareness, phonemic awareness, and phonics helped to influence teacher practice and support student growth in reading. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]