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PROFESSOR READING ORIENTATIONS IN TEACHER PREPARATION: THE TEACHERS WHO TEACH TEACHERS TO TEACH READING
PROFESSOR READING ORIENTATIONS IN TEACHER PREPARATION: THE TEACHERS WHO TEACH TEACHERS TO TEACH READING
Almost 30% of American high school seniors graduate virtually unable to read, disproportionately from low-income homes or students of color. These students face higher rates of unemployment, depression, incarceration, and suicide. In American schools, three methods of reading instruction vie for dominance: structured literacy, balanced literacy, and whole language. Science-based reading research indicates that beginning readers, English language learners, and struggling readers require structured literacy to read. This qualitative study investigated the gap between science-based reading research and university preparation for general education and special education teacher candidates and teachers seeking a Master's of Literacy. Areas of focus were reading differences, dyslexia, and factors influencing teacher preparation curricula. Semistructured interviews with 13 professors from six state universities provided data, augmented by syllabi and university websites. Analysis was conducted using deductive and inductive coding. Findings revealed that intervention for reading differences related to professors' reading orientation, dyslexia was not mentioned in most programs, professors claimed autonomy in creating curricula, and the impetus for change in reading instruction originated from parents, then teachers, but not from universities. Universities lag in the execution of science-based research to the detriment of students who require structured literacy to read. Universities must hire professors knowledgeable about structured literacy and their own reading biases, and the topic of dyslexia must be embedded in teacher preparation curricula. Future studies could compare these findings with teacher preparation in research-based universities and private colleges.
- California State Polytechnic University United States
- California State University System United States
- California State University, Bakersfield United States
- California State University, Northridge United States
- California State University, Sacramento United States
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
dyslexia, science-based reading instruction, structured literacy
dyslexia, science-based reading instruction, structured literacy
ACM Computing Classification System: ComputingMilieux_COMPUTERSANDEDUCATION
1812
Anderson, A. (2021). Advancing school professionals' dyslexia knowledge through neuroscience: Bridging the science-education gap through developmental psychology. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.615791
Apple, M. (Ed.). (2014). Knowledge, Power, and Education (1st edition). Routledge.
Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter effect in the preparation of reading teachers. Scientific Studies of Reading, 16(6), 526-536. https://www.tandfonline.com/doi/abs/10.1080/10888438.2011.601434 [OpenAIRE]
Brighouse, H., Ladd, H. F., Loeb, S., & Swift, A. (2015). Educational goods and values: A framework for decision makers: Theory and Research in Education. 14(1), 3-25. https://doi.org/10.1177/1477878515620887
Burke, M. M., Rossetti, Z., Aleman-Tovar, J., Rios, K., Lee, J., Schraml-Block, K., & Rivera, J. (2021). Comparing special education experiences among Spanish- and English-speaking parents of children with disabilities. Journal of Developmental and Physical Disabilities, 33(1), 117-135. https://doi.org/10.1007/s10882-020-09736-y
Chardin, M., & Novak, K. (2021). Equity by design. Sage
Colenbrander, D., Ricketts, J., & Breadmore, H. (2018). Early identification of dyslexia: Understanding the issues. Language, Speech, and Hearing Services in Schools, 49(4), 817-828. https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0007 [OpenAIRE]
Collins, C. (2108). What is white privilege, really? Teaching Tolerance, 60. https://www.tolerance.org/magazine/fall-2018/what-is-white-privilege-really
Commission on Teaching Credentials. (2017). Become an elementary school teacher in California. https://www.ctc.ca.gov/credentials/teach-elementary
Creamer, J. (2020). Poverty rates for Blacks and Hispanics reached historic lows in 2019. The United States Census Bureau. https://www.census.gov/library/stories/2020/09/poverty-rates-forblacks-and-hispanics-reached-historic-lows-in-2019.html
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citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average
Citations provided by BIP!Popularity provided by BIP!- California State Polytechnic University United States
- California State University System United States
- California State University, Bakersfield United States
- California State University, Northridge United States
- California State University, Sacramento United States
- California State University, Stanislaus United States
- Departamento de Educación Spain
- California State University, Fullerton United States
- California State University, Chico United States
- California State University, Fresno United States
Almost 30% of American high school seniors graduate virtually unable to read, disproportionately from low-income homes or students of color. These students face higher rates of unemployment, depression, incarceration, and suicide. In American schools, three methods of reading instruction vie for dominance: structured literacy, balanced literacy, and whole language. Science-based reading research indicates that beginning readers, English language learners, and struggling readers require structured literacy to read. This qualitative study investigated the gap between science-based reading research and university preparation for general education and special education teacher candidates and teachers seeking a Master's of Literacy. Areas of focus were reading differences, dyslexia, and factors influencing teacher preparation curricula. Semistructured interviews with 13 professors from six state universities provided data, augmented by syllabi and university websites. Analysis was conducted using deductive and inductive coding. Findings revealed that intervention for reading differences related to professors' reading orientation, dyslexia was not mentioned in most programs, professors claimed autonomy in creating curricula, and the impetus for change in reading instruction originated from parents, then teachers, but not from universities. Universities lag in the execution of science-based research to the detriment of students who require structured literacy to read. Universities must hire professors knowledgeable about structured literacy and their own reading biases, and the topic of dyslexia must be embedded in teacher preparation curricula. Future studies could compare these findings with teacher preparation in research-based universities and private colleges.