Improving Student Teacher Preparedness in Reading Instruction
Պահպանված է:
| Հրատարակված է: | Education Sciences vol. 15, no. 1 (2025), p. 97 |
|---|---|
| Հիմնական հեղինակ: | |
| Այլ հեղինակներ: | |
| Հրապարակվել է: |
MDPI AG
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| Խորագրեր: | |
| Առցանց հասանելիություն: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Ցուցիչներ: |
Չկան պիտակներ, Եղեք առաջինը, ով նշում է այս գրառումը!
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| 001 | 3159408340 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15010097 |2 doi | |
| 035 | |a 3159408340 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Milne, Jennifer | |
| 245 | 1 | |a Improving Student Teacher Preparedness in Reading Instruction | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Background: Learning to read is a complex linguistic and cognitive process. Despite the ever-growing body of empirical evidence, the complex knowledge and skills needed to teach all children to read have not been passed to trainee and in-service teachers. Methods: This study examined the delivery and evaluation of a short, intense literacy elective course, with 9 h of learning for trainee primary/elementary teachers, focused on the key knowledge areas of phonemic awareness, phonics instruction, fluency, vocabulary, text comprehension, and reading assessment. An open questionnaire was administered to 16 trainee teachers: they completed this same questionnaire prior to beginning the elective and again after. The questionnaire focused on the understanding of quality reading instruction, at-risk readers, and provision for struggling readers. The data were analyzed using a qualitative interpretational analysis (QIA). Results: The lowest levels of understanding at the outset were in reading fluency instruction and reading assessment: these areas then showed the greatest knowledge development. Importantly, by post test, participants increased access to evidence-based literature and resources. Feedback demonstrated the high value placed by the group on this learning. Conclusions: This approach improved trainee teachers’ content knowledge to teach reading in a short time. Initial Teacher Education should increase its focus on reading, a crucial foundation skill. | |
| 651 | 4 | |a Ireland | |
| 651 | 4 | |a United Kingdom--UK | |
| 651 | 4 | |a Australia | |
| 651 | 4 | |a United States--US | |
| 651 | 4 | |a Scotland | |
| 653 | |a Teaching | ||
| 653 | |a Students | ||
| 653 | |a Curricula | ||
| 653 | |a Professional development | ||
| 653 | |a Teacher education | ||
| 653 | |a Evidence-based practice | ||
| 653 | |a Knowledge | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Learning | ||
| 653 | |a Language | ||
| 653 | |a Reading instruction | ||
| 653 | |a Pedagogy | ||
| 653 | |a Dyslexia | ||
| 653 | |a Cognitive load | ||
| 653 | |a Skills | ||
| 653 | |a Phonics | ||
| 653 | |a Executive function | ||
| 653 | |a Literacy | ||
| 653 | |a Oral Language | ||
| 653 | |a Educational Practices | ||
| 653 | |a Independent Study | ||
| 653 | |a Language Acquisition | ||
| 653 | |a Literacy Education | ||
| 653 | |a Reading Achievement | ||
| 653 | |a Child Development | ||
| 653 | |a Evidence Based Practice | ||
| 653 | |a Cognitive Ability | ||
| 653 | |a Phonemics | ||
| 653 | |a Reading Skills | ||
| 653 | |a Language Skills | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Elective Courses | ||
| 653 | |a Multiple Literacies | ||
| 653 | |a Pedagogical Content Knowledge | ||
| 653 | |a Elementary Schools | ||
| 653 | |a Phonemic Awareness | ||
| 653 | |a Progress Monitoring | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Elementary School Teachers | ||
| 653 | |a Educational Facilities Improvement | ||
| 700 | 1 | |a Topping, Keith J | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 1 (2025), p. 97 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3159408340/abstract/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3159408340/fulltextwithgraphics/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3159408340/fulltextPDF/embedded/Q8Z64E4HU3OH5N8U?source=fedsrch |