Preservice Teachers' Knowledge of Reading: What Does It Matter?

• In Event: Preparing Preservice Teachers for Literacy Teaching and Learning

Abstract

This research investigated the relations between pre-service teachers’ knowledge of reading acquisition and instruction and the reading gains their urban primary grade students made given a 10-week, twice weekly after school reading intervention program offered in a university-based literacy center. Regression analyses revealed that both pre-service teachers’ linguistic knowledge and knowledge of instructional methods significantly predicted students’ reading gains.

Authors

• Kathleen F. Clark, Marquette University

• Karen S. Evans, Marquette University