Up until 2020, National Assessment of Educational Progress (NAEP) reading scores had increased only slightly since the early 1990s with large achievement gaps for students of color and students living in poverty. Modest gains in fourth grade reading proficiency since 1992 were erased during the pandemic. The insufficient progress in reading even before the pandemic suggests that teachers need more and better instruction in how to teach reading. In response, the National Council on Teacher Quality (NCTQ) revised its "Teacher Prep Review" Reading Foundations standard (formerly known as the Early Reading standard) to address advances in research and the rigor of the standard. This revised standard seeks to better reflect the field's expectations for preparation programs in teaching aspiring teacher how to teach reading, better identifying those programs that excel in preparing aspiring teachers in this area, and clearly indicating the areas of improvement needed by teacher preparation programs to improve teacher efficacy in teaching reading. The revision of the NCTQ Reading Foundations standard also updates the indicators of what programs are teaching (referred to as instructional approaches)--"Instructional Hours," "Objective Measures of Knowledge," "Practice/Application," and "Background Materials." NCTQ revised the Reading Foundations standard to reflect current research on scientifically based reading instruction and on the knowledge and skills needed by teachers. This report details the process to revise the Reading Foundations standard.