The Craft of Preparing Pre-Service Teachers of Reading in a Science-based Landscape
DOI:
https://doi.org/10.31074/gyntf.2025.3.51.67Kulcsszavak:
early literacy, explicit instruction, preservice teachersAbsztrakt
In response to declining literacy rates and the growing emphasis on evidence-based instruction, teacher preparation programs in the United States are increasingly aligning coursework with the science of reading to equip future educators with the knowledge and skills necessary to support early literacy development. This article explores the efforts of a regional comprehensive university in the Midwest to prepare pre-service teachers through a structured reading methods course and an integrated elementary field experience. Drawing on foundational theories, the program emphasizes explicit instruction in phonemic awareness, phonics, and morphological analysis. Coursework combined with authentic field placements in high-performing rural schools, allows pre-service teachers to apply pedagogical strategies in real-world contexts. The article highlights the importance of bridging theory and practice, fostering teacher identity, and ensuring that future educators are well-prepared to meet the diverse literacy needs of young learners.
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