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ERIC Number: ED515746
Record Type: Non-Journal
Publication Date: 2009
Pages: 136
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-7841-3
ISSN: N/A
Preservice Literacy Instruction and the Benefits of Direct Instruction
Sturtz, Tanya I.
ProQuest LLC, Ed.D. Dissertation, University of Virginia
Teacher preparation programs have improved over the years (Wold, Grisham, Farnan, & Lenski, 2008), but one area that some teacher preparation programs are still working on is how much knowledge about reading does a teacher need to know to teach literacy effectively (Anders, Hoffman, & Duffy, 2000). The concern is strengthened with the research on the important role phonological awareness and phonics play in learning to read (Snow, Burns, & Griffin, 1998) and the National Reading Panel (2000) findings on the five elements of reading. Studies have shown that teachers lack the knowledge to teach language structure (e.g. Crim, Hawkins, Thornton, Rosof, Copley, & Thomas, 2008) as well as have shown that teachers and preservice teachers can learn and apply literacy knowledge (e.g. Spear-Swerling & Brucker, 2003). This knowledge and the research showing that students who struggle to read in first and second grade tend to remain poor readers (Snow et al., 1998) support the need for teacher education programs to prepare teachers with the knowledge they need to teach these critical reading skills (Crim et al., 2008). The challenge for teacher education programs is to not only know what preservice teachers need to know about language structure to teach reading effectively, but also how to prepare preservice teacher to gain this knowledge (Spear-Swerling, Brucker, & Alfano, 2005). To begin the process of developing literacy knowledge, a detailed program for EDIS 388 was developed using Direct Instruction (DI) as the main reading program taught. DI is an evidence-based, comprehensive reading instruction that is systematic, explicit, and highly structured incorporating all five elements of reading and is proven to work with a diverse population (Ashworth, 1999; Camine, Silbert, Kame'enui, & Tarver, 2004). The program overviews reading and Direct Instruction as well as uses video is increase consistency and accuracy, for example, with letter sounds. The students will begin the process of learning language structure and get a chance to observe and practice these skills at their field placement. The class will start preservice teachers on their path to gaining the language structure knowledge they need to become effective teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A