The decades-long and contentious debate over how students are taught to read centers around the role that phonics and alphabetic code-related skills have in reading instruction. Some claim that these skills are not prioritized in most elementary classrooms because teacher education programs do not adequately prepare preservice teachers (PSTs) to…

Advocates of the science of reading have argued that (a) teacher preparation programs do not provide adequate preparation to teach code-related reading skills; (b) as a result, teachers lack knowledge of this area of literacy development; and (c) without that knowledge, teachers are unable to effectively teach students to read. In this integrative…

This paper argues for a Black epistemological literacy education by centering Black equity in the process of teaching literacy methods. I offer a pedagogical model that stems from my own experiences disrupting required elementary literacy methods courses. My approach utilizes Black Language to illustrate the linguistic, sociocultural, and…

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special…

We used survey and administrative data from Washington State to assess the degree to which special education teacher preparation, district literacy instructional practices, and the alignment between preparation and practice were associated with the reading test score gains of students with high-incidence disabilities taught by early-career special…

An important characteristic of expert teaching is the ability to adapt instruction to meet learners' needs. One way this type of ownership of instruction happens is through teachers interactively constructing knowledge about pedagogical content with others. In this article, the authors looked at how a group of thirteen participants enrolled in an…

Research has shown that, although phonics and phonemic awareness predict reading success, a majority of early learners still lack these skills. Research also showed that a majority of preservice teachers (PSTs) in early childhood education teacher (ECTE) may not have gained adequate pedagogical content knowledge (PCK) in phonics and phonemic…

Foreign language (FL) reading is a persistent problem among many learners. This preliminary study investigates FL reading anxiety among students learning English as a foreign language (EFL) at the tertiary level, employing Saito et al.'s (1999) Foreign Language Reading Anxiety Scale (FLRAS) and a background information questionnaire. A total of…

Background: As the value of public education is widely disputed, it is generally understood that reading is fundamental for long-term student success, regardless of the educational setting. Therefore, teacher education programs should prepare all future teachers to master the knowledge and skills needed to teach reading to students of all ages and…

Educational stakeholders are keen to know the magnitude and importance of different interventions. However, the way evidence is communicated to support understanding of the effectiveness of an intervention is controversial. Typically studies in education have used the standardised mean difference as a measure of the impact of interventions. This…

This document was created in response to a request from the Wisconsin Department of Public Instruction to the Wisconsin Minnesota Comprehensive Center (WMCC) Region 10 to provide information on high-quality, qualitative studies about explicit, systematic phonics instruction in grades K-2. It is meant for internal use by the Department of Public…

The United States has slid into educational mediocrity when compared to international peers which threatens Americans' ability to adapt in an evolving economy, be productive and content at work, put down deep roots in their communities, and help their nation continue to lead on the world stage. That decline has especially harsh consequences for…

Writing skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading…

Approximately 20% of students in the general education classroom have difficulty learning to read. Thus, elementary school teachers will encounter children with diagnosed or undiagnosed dyslexia in their general education classroom. Students with dyslexia may have trouble in the areas of reading, spelling, writing, and other language processing…

In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs' knowledge and…