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ERIC Number: EJ1146870
Record Type: Journal
Publication Date: 2017-Aug
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0141-0423
Examining Preservice Teacher Content and Pedagogical Content Knowledge Needed to Teach Reading in Elementary School
Clark, Sarah K.; Helfrich, Sara R.; Hatch, Lance
Journal of Research in Reading, v40 n3 p219-232 Aug 2017
Recently, increased attention has been placed on the importance of having knowledgeable and skilled teachers in order to influence reading achievement. Yet many international reports suggest that large numbers of children are not learning to read. How can we better prepare teachers with the necessary knowledge to teach reading? The current study examined the reading instructional knowledge of elementary education preservice teachers (N = 87) from two teacher education programmes. Programme A required five reading methods courses and Programme B required two methods courses. Findings indicate that the preservice teachers presented fairly robust levels of knowledge in the areas of phonological awareness, phonics, comprehension and vocabulary. However, we found statistically significant differences in knowledge based on the programme attended and the number of courses completed. Suggestions for improving reading teacher education are provided.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A