New teachers talk about their preparation to teach early literacy

Meeks, Linda; Madelaine, Alison; Stephenson, Jennifer

doi:10.1080/19404158.2020.1792520

Cited by 10 publications

(7 citation statements)

References 31 publications

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“…These reports support the presence of a knowledge gap between SLTs and teachers, described by Spencer et al (2008), Carroll et al (2012), Wilson et al (2015), and Stark et al (2016). All participants reported that the content of their teaching degrees was inadequate preparation for literacy teaching, which is consistent with findings by Meeks and Kemp (2017), Buckingham and Meeks (2019), Kurtz et al (2020), Meeks and Stephenson (2020) and Meeks et al (2020) about the shortfalls in initial teacher education. Arguably, more needs to be done to better prepare teachers for the teaching of literacy, which in turn can close the knowledge gap between teachers and SLTs, likely allowing for more effective instruction, intervention and collaboration in school settings.…”

Section: Discussionsupporting

confidence: 82%

“…Firstly, there has been a move away from the pull-out model (Beck and Dennis, 1997; SPA, 2016) in favour of SLTs providing consultations to school staff and/or working directly in classrooms, rather than working one-to-one outside the classroom (SPA, 2016). Secondly, the content of initial teacher education (ITE) in the domain of reading instruction and intervention over the last four decades has left many teachers without the requisite knowledge and skills to teach all students to learn to read and to provide additional supports to those who struggle (Buckingham and Meeks, 2019; Meeks and Kemp, 2017; Meeks and Stephenson, 2020; Meeks et al, 2020; Kurtz et al, 2020). Limitations in ITE with respect to preparing preservice teachers about reading instruction are generally attributed to the hold of whole language and balanced literacy ideologies and pedagogies in education faculties in English-speaking nations since the 1980s (Seidenberg, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

McLean

Snow

Serry

2021

Child Language Teaching and Therapy

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Internationally, professional bodies are increasingly recognizing a role for speech-language therapists (SLTs) in identifying and supporting students who struggle with literacy. Although some guidelines have been developed to support this work, little is understood about the overlapping, but distinctive knowledge bases claimed by SLTs and teachers with respect to reading instruction and provision of additional support to struggling readers. In this article, we report on a qualitative exploration of the experiences and perspectives of 25 professionals in Australia who are dually qualified as teachers and SLTs. The aim of this study was to understand the views from both professional perspectives about pre-service training and barriers and facilitators pertaining to literacy instruction and intervention. Paradigm differences in conceptualizing reading instruction and support, bi-directional knowledge of scope of practice, and employment barriers and enablers emerged as themes and are discussed with reference to implications for pre-service training and interprofessional practice in school settings.

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Section: Discussionsupporting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

McLean

Snow

Serry

2021

Child Language Teaching and Therapy

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“…Many factors influence the quality of early literacy instruction a teacher provides, with knowledge being necessary but not sufficient for enacting knowledge in practice. Meeks, Madelaine, and Stephenson (2020) found that novice teachers noted a common problem in teacher preparation related to lack of instruction on how to teach a given concept, thus highlighting the critical importance of high quality field based experiences with supervising teachers who are experts in teaching early reading. However, typical measures used to assess teachers' knowl edge of foundational constructs may not fully capture the benefit of these teaching experiences on all types of knowledge (i.e., pedagogical knowledge, situated knowl edge; Brownell et al, 2017;Spear Swerling & Brucker, 2003, 2004.…”

Section: Characteristics Of Effective Preparation and Training Programs Based On The Science Of Readingmentioning

confidence: 99%

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Hudson¹,

Moore²,

Han³

et al. 2021

Reading Research Quarterly

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Equipping elementary (i.e., grades K-5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers' knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers' knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed.A ll students have the right to learn to read and, thus, the right to have access to knowledgeable literacy educators (International Literacy Association [ILA], 2019; UNESCO, n.d.) who under stand the science of reading, or "the accumulated knowledge about reading, reading development, and best practices for reading instruction obtained by the use of the scientific method" (Petscher et al., 2020, p. S268). Theoretical propositions such as the componential model of reading (Aaron, Joshi, Gooden, & Bentum, 2008) and the lattice model of the development of reading comprehension (Connor, 2016) highlight the importance of classroom factors in reading development, such as teachers' ability to plan and manage instructional activity, and the qual ity of literacy instruction. However, effective literacy instruction is quite complex (Connor et al., 2009) and should consider students' home learning environment, previous background knowledge and experi ences, and effective instructional methods that will produce the highest results for each child (Connor, 2016). Thus, teachers must possess a depth of knowledge, including content and pedagogical knowledge, and understand how to be socially just and culturally responsive in their practice (Mosley Wetzel et al., 2020).In their recent article pertaining to teacher preparation, Hoffman, Hikida, and Sailors (2020) pointed out that over 600 empirical studies on literacy teacher preparation were published between 1999 and 2018. These studies examined teachers' knowledge and practice through a wide range of methodologies and lenses, which was necessary given the complexity of effective literacy instruction. Hoffman et al. also argued

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“…Writing requires intensive functioning of cognitive processes (Roitsch et al, 2020) and many competencies such as phonological awareness, spelling and writing rules, metacognitive skills, the ability to read and spell words accurately, and recognition of the meaning of words and the syntax of the language (Watson et al, 2016). Meeks, Madelaine and Stephenson (2020) emphasized the role of writing skill in the education and training environment by indicating that students with insufficient writing skills may face academic failure.…”

Section: Introductionmentioning

confidence: 99%

“…Since the formal education process is based on reading comprehension, it is a fact that reading difficulties will inevitably lead to educational difficulties (Hulme & Snowling, 2011;McQuillan, 2019). In particular, students leaving primary school without acquiring the literacy skills required for a higher education level (Torgesen, 2002) and students' academic failures due to inadequacies in literacy skills may lead to school dropouts (Meeks et al, 2020). Therefore, supporting students with the mentioned literacy problems in the earliest period will prevent the emergence of bigger problems such as school dropouts (Jenkins & O'Connor, 2002;Snow et al, 1998).…”

Section: Introductionmentioning

confidence: 99%

Improving the Reading and Writing Performance of a Student with Dyslexia: An Action Research Study

Balantekin¹

2021

iejee

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The aim of this study was to improve the reading and writing performance and reading motivation of a third grade primary school student who does not have any cognitive or physical disabilities. In the study conducted by the action research method, one of the qualitative research methods, the student's reading and writing performance and reading motivation were evaluated by scales. While fluent reading strategies were used to improve the student's reading performance, the strategy of identifying the main idea at the sentence level was used to improve his reading comprehension skills. On the other hand, the programmed instruction approach was adopted to improve the student's writing skills. At the end of the study, there was an improvement in the student's word recognition level, reading speed, comprehension percentage and reading motivation. While planning support programs for students with reading and writing problems, it is recommended that it is necessary to decide whether to develop both skills together or only one skill by considering the intensity of the students' needs and that reading books prepared for students should consist of stories short enough to end in one reading.Reading, which is referred to as the process of making sense out of the text (Fox & Alexander, 2011), allows individuals to get to know life, to find out and fulfill their needs, to have fun, and to enrich their lives in many areas (

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New teachers talk about their preparation to teach early literacy

Cited by 10 publications

References 31 publications

Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

Dual-qualified teachers and speech-language therapists reflect on preparation and practice in school-based language and literacy

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Improving the Reading and Writing Performance of a Student with Dyslexia: An Action Research Study

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