Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review

Abstract

Advocates of the science of reading have argued that (a) teacher preparation programs do not provide adequate preparation to teach code-related reading skills; (b) as a result, teachers lack knowledge of this area of literacy development; and (c) without that knowledge, teachers are unable to effectively teach students to read. In this integrative literature review, we assessed the research evidence for the first claim. We identified 27 studies examining preservice general elementary preparation in code-related instruction, including phonological/phonemic awareness, phonics/decoding, spelling/orthography, and morphology, published between 2001 and 2020. We analyzed the studies to determine (a) how preservice knowledge of code-related instruction has been studied, (b) how preservice teachers' literacy knowledge was defined and assessed in these studies, and (c) primary findings across studies and implications for teacher preparation and future research. We found that the research base largely relied on quantitative multiple-choice assessments that privileged linguistic content knowledge over pedagogical and situated knowledge. The body of research was constrained by narrow definitions of science and knowledge, repetition across studies in methods and data sources, limited samples that overlooked diversity in preservice teachers and elementary contexts, and methodological problems. Thus, we caution against considering the issue of teacher preparation settled, and we offer recommendations for teacher preparation programs and directions for future research.

Teachers’ Beliefs and Their Students’ Progress in Professional Development

“…More recently, educators cite a balanced approach to literacy which is considered a “compromise” between phonics and whole language (Bingham & Hall-Kenyon, 2013, p. 15). Key differences between these instructional orientations have to do with the degree to which letters and sound relationships are taught in isolation before reading (Tortorelli et al, 2021) compared with the emphasis placed on teaching comprehension and word-solving strategies while reading text (Fisher et al 2021). In terms of special educators, researchers have documented a preference to allocate more time to explicit phonics-based instruction geared at basic reading skills and less time to reading text (Cunningham et al, 2009).…”

Primary Teachers' Perceptions, Knowledge, and Attitudes Regarding Teaching Early Literacy Skills Incorporating the Science of Reading (SoR)

“…Moreover, university teacher preparation programs have the unique opportunity to train preservice teachers to be effective teachers of literacy that is situated in current literature. According to Tortorelli et al (2021), lack of instruction focused on coderelated skills in teacher preparation programs has produced illequipped teachers graduating from teacher preparation programs who are not adequately preparing teachers to teach students how to read. Gewertz (2020) uncovered that the majority of elementary schools and teacher preparation programs still favor the whole language movement.…”

Podgotovka uchitelei russkogo iazyka i literatury v usloviiakh federal'nogo vuza: tekhnologii formirovaniia tvorcheskogo chitatelia

“…[191], Schwabe A., Brandl L., Boomgaarden H.G., Stocker G. [194], Tortorelli L.S., Lupo S.M., Wheatley B.C. [196]. В подходах к решению указанных проблем они выделяют такие мировые тренды последнего десятилетия, как материальное стимулирование семейного чтения; раннее воспитание ребёнка-читателя; повышение качества чтения школьников и взрослых; повышение квалификации педагогов; определение главной целью в продвижении чтения «развитие мотивации к чтению и поощрение чтения для удовольствия» [162, с.…”