Improving Student Teacher Preparedness in Reading Instruction

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 has 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 hrs of learning for trainee Primary/Elementary teachers, focused on 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 understanding of quality reading instruction, at risk readers and provision for struggling readers. The data were analyzed using 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