NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1100467
Record Type: Journal
Publication Date: 2016
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0270-2711
EISSN: N/A
Pre-Service Teachers Are Competent in Phonological Processing Skills: How to Teach the Science of Reading
Hurford, David P.; Fender, Alex C.; Swigart, Courtney C.; Hurford, Thomas E.; Hoover, Brogan B.; Butts, Shanise R.; Cullers, Kayla R.; Boux, Jordan L.; Wehner, Stephanie J.; Hevel, Jordan K.; Renner, Lauren P.; Overton, Keith B.; Dumler, Julie D.; Wilber, Laura M.
Reading Psychology, v37 n6 p885-916 2016
Approximately 20% of students experience reading failure each year. One of the difficulties associated with this large percentage is that it has been documented that pre-service teachers may not be receiving the most appropriate training regarding reading acquisition. The present study sought to determine if pre-service teachers were proficient in phonological processing skills and thus capable of learning concepts for which these skills are prerequisite. One-hundred sixty-four participants (85 pre-service teachers and 79 non-education majors) were administered the Comprehensive Test of Phonological Processing (CTOPP). The results indicated that pre-service teachers' phonological processing skills were sufficiently developed and not significantly different from non-education majors or from the CTOPP's normative sample. These students have the ability to learn the concepts related to the science of reading. Components of an appropriate curriculum for pre-service teachers such that they can acquire this knowledge are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A