ERIC Number: ED411646
Record Type: RIE
Publication Date: 1997
Informed Instruction for Reading Success: Foundations for Teacher Preparation. A Position Paper of the International Dyslexia Association.
Brady, Susan; Moats, Louisa
This position paper discusses the magnitude of literacy problems in the United States, reviews the need for changes in teacher preparation, and provides recommendations for action. The first section of the paper addresses sources of difficulty for children who struggle with learning to read, including phoneme awareness, single word decoding, and related problems with verbal memory and language use. The paper also explores how intelligence and attention deficit disorders relate to reading disability, the characteristics of good readers, and why some children are better at acquiring reading skills than others. The next section provides a framework for the training requirements proposed in the final section. Recommendations include: (1) providing teachers with a solid understanding of the theoretical and scientific underpinnings of literacy development; (2) instructing teachers in the content of teaching, including the linguistic units of both speech and print; and (3) focusing more attention on helping prospective teachers acquire the complex skills of teaching, including experience with diverse learners. Training requirements are also proposed for other professions, including nursery school and kindergarten teachers, reading specialists and resource room/special education personnel, speech-language specialists, and school psychologists/diagnosticians. (Contains 78 references.) (CR)
Descriptors: Early Reading, Emergent Literacy, Higher Education, Learning Disabilities, Mentors, Preservice Teacher Education, Reading Difficulties, Teacher Competencies, Teacher Education Curriculum, Teaching Experience
International Dyslexia Association, 8600 LaSalle Road, Chester Building, Suite 382, Baltimore, MD 21286-2044 ($5 plus 10 percent postage and handling).
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: International Dyslexia Association, Baltimore, MD.