Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap between Expert and Novice Performance

Autor/inn/en	Englert, Carol Sue; Mariage, Troy V.; Truckenmiller, Adrea J.; Brehmer, Julie; Hicks, Karen; Chamberlain, Courtney
Titel	Preparing Special Education Preservice Teachers to Teach Phonics to Struggling Readers: Reducing the Gap between Expert and Novice Performance
Quelle	In: Teacher Education and Special Education, 43 (2020) 3, S.235-256 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Englert, Carol Sue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419863365
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Special Education Teachers; Teacher Competencies; Reading Instruction; Phonics; Reading Difficulties; Program Effectiveness; Literacy Education; Elementary School Students; Tutoring; Knowledge Level; Self Efficacy; Oral Reading; Reading Skills; At Risk Students; Beginning Reading; Intervention; Practicums + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst; Leseunterricht; Reading difficulty; Leseschwierigkeit; Förderkonzept; Nachhilfeunterricht; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Reading skill; Lesefertigkeit; Erstleseunterricht; Practicum; Praktikum; Praktika
Abstract	In this study, the authors examine the learning of 48 preservice teachers (PSTs) taking a literacy course in special education and the primary-grade struggling readers they tutored in a field component of the course. The primary purpose of this exploratory study was to examine the effects of the course and tutoring on PSTs' knowledge and preparedness to teach reading. In addition, the authors examine whether the phonics scores of their tutored students improved. The results showed that PSTs improved in their knowledge of literacy, self-confidence in teaching reading to struggling readers, and analyses of oral reading miscues. Their tutored students also improved significantly on measures of their phonics knowledge and performance. The authors of this study suggest that carefully designed literacy coursework with field experiences can help PSTs perform more like mature teachers when the literacy tools and instructional scripts for teaching phonics are made explicit and transparent. Implications and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01