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ERIC Number: ED516962
Record Type: Non-Journal
Publication Date: 2010
Pages: 250
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1240-0883-7
Preparing Preservice Teachers to Teach Reading: An Investigation of One Program
Nelson, Priscilla S.
ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Lowell
The teaching of reading is a critical element of elementary education. Educators are divided about how to prepare reading teachers. This qualitative case study contributes to understanding the phenomena of reading teacher preparation. Descriptive research methodology and NVivo software was used to systematically examine the nature and content of how one college prepared its students to teach reading. Participants included the professor of a reading course and six preservice teachers enrolled in it. Data collected over the course of one semester included observation of four course sessions, and interviews with the professor and preservice teachers. Preservice teacher narratives, course documents such as the syllabus and textbooks, and college documents such as the catalog and the college web site were examined. Topics investigated include philosophical beliefs and practices, course topics and content, methods for teaching course content, and the role of the accompanying field experience. Research findings reveal: (a) The science of reading can be integrated into many facets of undergraduate courses in the teaching of reading. (b) Pre-instructional assessment may be critical to scientifically based reading instruction; consequently, it would be valuable to emphasize assessment in the training of preservice teachers. (c) College instructors should be a catalyst in activating preservice teachers' "need to know", by helping each preservice teacher make a personal connection. This research is significant to schools of education as they seek to design effective programs of teacher preparation. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A