Examining Pre-Service Teacher's Training in the Sociolinguistic Dynamics of Teaching Black Students through the Science of Reading

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 1
  In Roundtable Session: Interrogating Teacher Education Preparation, Advocacy, and Assessment (Table 9)

Abstract

The Science of Reading requires a shift in reading and writing instruction, particularly for schools in racially minoritized communities. It is essential that teachers and school leaders in these schools are equipped to implement research-based practices for phonemic awareness, phonics, fluency, vocabulary, and comprehension that respect the dialects and culture of Black students. This study examines the gap between the implementation of the Science of Reading in these communities and the role of teacher preparation programs in addressing those gaps. Using artifactual data, this research assesses how teacher preparation programs incorporate culture and language through a sociocultural lens, ensuring that educators are trained to effectively teach reading while honoring linguistic diversity.

Authors

• Eugene Pringle, American University

• Keyana Janai Terry, American University

• Jasmine Rogers, American University

• Ocheze Joseph, American University