ERIC Number: ED464041
Record Type: RIE
Publication Date: 2001-Nov
Improving Reading in America: Are Teachers Prepared? Policy Issues.
Young, Edyth E.
This paper presents a research-based evaluation of the gaps plaguing the preparation and ongoing professional development of reading teachers, suggesting that to improve literacy, it is necessary to comprehensively redesign reading teachers' preservice curriculum and inservice training. Programs preparing preservice teachers are not providing courses or classroom experiences necessary to teach future teachers the knowledge and skills base to teach diverse pupils in a variety of contexts. Teacher preparation programs do not meet the International Reading Association's literacy standards for teaching elementary school or recommendations for credit-hour standards in teacher preparation programs. The states regulate preservice and inservice teacher preparation very differently. Some states rely on content area standards, while others have specific course requirements. Several organizations and reports have described the characteristics of effective professional development and the content necessary to improve reading instruction for reading teachers. Policy recommendations include requiring teacher education institutes to align curriculum and course requirements with research-based standards for teaching reading and requiring states to align teacher testing for each consecutive stage of certification/licensure to research-based standards for teaching reading. A sidebar presents four critical areas that must be addressed to promote effective preservice and inservice teacher training programs (e.g., understanding the psychology of reading development and knowledge of language structure and its application). (Contains 14 references.) (SM)
Descriptors: Educational Improvement, Elementary Secondary Education, Faculty Development, Higher Education, Inservice Teacher Education, Preservice Teacher Education, Reading Instruction, Reading Teachers, Teacher Improvement
North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60512-1480. Tel: 800-356-2735 (Toll Free); Web site: http://www.ncrel.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: North Central Regional Educational Lab., Oak Brook, IL.