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ERIC Number: EJ1148552
Record Type: Journal
Publication Date: 2016
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1940-4158
EISSN: N/A
How Well Prepared Are Pre-Service Teachers to Teach Early Reading? A Systematic Review of the Literature
Meeks, Linda; Stephenson, Jennifer; Kemp, Coral; Madelaine, Alison
Australian Journal of Learning Difficulties, v21 n2 p69-98 2016
This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it would appear that although most PSTs were confident in their ability to teach early reading skills, they had reservations regarding their ability to teach children who struggle to learn to read. In addition, even though the majority of primary and early childhood PSTs favoured a code-based approach to teaching early reading, many lack both the necessary knowledge, and the confidence, to implement such an approach. A more comprehensive investigation across teacher training institutions is needed to confirm these findings.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A