How Well Prepared Are Pre-Service Teachers to Teach Early Reading? A Systematic Review of the Literature

Autor/inn/en	Meeks, Linda; Stephenson, Jennifer; Kemp, Coral; Madelaine, Alison
Titel	How Well Prepared Are Pre-Service Teachers to Teach Early Reading? A Systematic Review of the Literature
Quelle	In: Australian Journal of Learning Difficulties, 21 (2016) 2, S.69-98 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meeks, Linda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1287103
Schlagwörter	Literature Reviews; Preservice Teachers; Reading Instruction; Beginning Reading; Student Attitudes; Pedagogical Content Knowledge; Teaching Methods; Young Children; Self Efficacy; Reading Difficulties; Elementary School Teachers; Preschool Teachers; Decoding (Reading); Knowledge Base for Teaching; Teacher Competencies + Suchen Sie Ihr Suchwort? Leseunterricht; Erstleseunterricht; Schülerverhalten; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Self-efficacy; Selbstwirksamkeit; Reading difficulty; Leseschwierigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Dekodierung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrkunst
Abstract	This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it would appear that although most PSTs were confident in their ability to teach early reading skills, they had reservations regarding their ability to teach children who struggle to learn to read. In addition, even though the majority of primary and early childhood PSTs favoured a code-based approach to teaching early reading, many lack both the necessary knowledge, and the confidence, to implement such an approach. A more comprehensive investigation across teacher training institutions is needed to confirm these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01