Are Scientific Reading Instruction and Dyslexia Interventions the Same? Distinctions for Elementary Education Preparation Programs

Autor/inn/en	Woods, LaToshia; Graham, Karen Kleppe
Titel	Are Scientific Reading Instruction and Dyslexia Interventions the Same? Distinctions for Elementary Education Preparation Programs
Quelle	In: SRATE Journal, 29 (2020) 1, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-1752
Schlagwörter	Reading Instruction; Dyslexia; Intervention; Elementary School Teachers; Teacher Education Programs; Preservice Teachers; Teacher Competencies; Evidence Based Practice; Teaching Methods; Reading Skills; Reading Comprehension; Grade 4; Reading Achievement; Reading Programs; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leseunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Leseverstehen; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung
Abstract	Determining what elementary teacher candidates need to know to effectively teach reading will aid in how preparation programs prepare future teachers. To understand state legislation targeting early reading instruction, this study compared the tenets of structured literacy, the reading method used in dyslexia programs, to scientific reading instruction. Directed content analysis of documents relevant to the research topic revealed three themes which accounted for concepts from the National Reading Panel report, Scientific Reading Instruction, and the International Dyslexia Association. Recommendations for a comprehensive scope of the content to include in reading coursework for elementary teacher candidates are provided. (As Provided).
Anmerkungen	Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01