Improving Student Teacher Preparedness in Reading Instruction
সংরক্ষণ করুন:
| প্রকাশিত: | Education Sciences vol. 15, no. 1 (2025), p. 97 |
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| প্রধান লেখক: | |
| অন্যান্য লেখক: | |
| প্রকাশিত: |
MDPI AG
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| বিষয়গুলি: | |
| অনলাইন ব্যবহার করুন: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| ট্যাগগুলো: |
কোনো ট্যাগ নেই, প্রথমজন হিসাবে ট্যাগ করুন!
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| সার সংক্ষেপ: | 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. |
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| আইএসএসএন: | 2227-7102 2076-3344 |
| ডিওআই: | 10.3390/educsci15010097 |
| সম্পদ: | Education Database |