Pre-Service Teachers Are Competent in Phonological Processing Skills: How to Teach the Science of Reading

Autor/inn/en	Hurford, David P.; Fender, Alex C.; Swigart, Courtney C.; Hurford, Thomas E.; Hoover, Brogan B.; Butts, Shanise R.; Cullers, Kayla R.; Boux, Jordan L.; Wehner, Stephanie J.; Hevel, Jordan K.; Renner, Lauren P.; Overton, Keith B.; Dumler, Julie D.; Wilber, Laura M.
Titel	Pre-Service Teachers Are Competent in Phonological Processing Skills: How to Teach the Science of Reading
Quelle	In: Reading Psychology, 37 (2016) 6, S.885-916 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2015.1133464
Schlagwörter	Preservice Teachers; Phonology; Phonological Awareness; Reading Skills; Reading Instruction; Reading Failure; Competence; Common Core State Standards; College Students; Reading Tests; Scores; Education Majors; Nonmajors; Comparative Analysis; Methods Courses; Multivariate Analysis; Teacher Education Programs; Prerequisites; Practicums + Suchen Sie Ihr Suchwort? Fonologie; Reading skill; Lesefertigkeit; Leseunterricht; Reading disability; Reading weakness; Leseschwäche; Kompetenz; Common core curriculum; Curriculum; Kerncurriculum; Collegestudent; Lesetest; Methodisch-didaktische Anleitung; Multivariate Analyse; Voraussetzung; Practicum; Praktikum; Praktika
Abstract	Approximately 20% of students experience reading failure each year. One of the difficulties associated with this large percentage is that it has been documented that pre-service teachers may not be receiving the most appropriate training regarding reading acquisition. The present study sought to determine if pre-service teachers were proficient in phonological processing skills and thus capable of learning concepts for which these skills are prerequisite. One-hundred sixty-four participants (85 pre-service teachers and 79 non-education majors) were administered the Comprehensive Test of Phonological Processing (CTOPP). The results indicated that pre-service teachers' phonological processing skills were sufficiently developed and not significantly different from non-education majors or from the CTOPP's normative sample. These students have the ability to learn the concepts related to the science of reading. Components of an appropriate curriculum for pre-service teachers such that they can acquire this knowledge are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01