ERIC Number: EJ1459121
Record Type: Journal
Publication Date: 2025
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-688X
EISSN: EISSN-1549-9243
Science of Teaching (Only) Reading: A Content Analysis of the Positioning of Writing in Texas Teacher Education Coursework
New Educator, v21 n1 p1-20 2025
The Science of Teaching Reading (STR) has burgeoned nationally and changed the requirements for Texas Teacher Education Programs (TEPs), causing researchers to fear that the focus on foundational skills will limit attention given to writing, and the reading-writing relationship in particular. The present content analysis investigates literacy course descriptions and syllabi in Texas TEPs to see how they are adjusting to new state requirements centered on STR. This study seeks to understand the degree to which TEPs are preparing PSTs to teach writing and emphasizing the reading-writing relationship. Although the focus is Texas, the implications can provide TEPs in other states with valuable information on repositioning their coursework in response to STR.
Descriptors: Reading Instruction, Writing Instruction, Reading Writing Relationship, Content Analysis, Course Descriptions, Degree Requirements, State Standards, Preservice Teacher Education, Course Content
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A