Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap between Expert and Novice Performance

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read More Add to Saved list
  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      22
    • Education Level:
      Higher Education
      Postsecondary Education
      Elementary Education
    • Subject Terms:
      Preservice Teacher Education; Preservice Teachers; Special Education Teachers; Teacher Competencies; Reading Instruction; Phonics; Reading Difficulties; Program Effectiveness; Literacy Education; Elementary School Students; Tutoring; Knowledge Level; Self Efficacy; Oral Reading; Reading Skills; At Risk Students; Beginning Reading; Intervention; Practicums
    • Accession Number:
      10.1177/0888406419863365
    • ISSN:
      0888-4064
    • Abstract:
      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 preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2020
    • Accession Number:
      EJ1259221