Beginning Reading Instruction in Elementary Teacher Preparation: An Integrative Literature Review

• In Event: Reading Research

Abstract

This integrative literature review evaluated the research on how preservice teachers are prepared to teach beginning reading skills. Findings from analysis of 26 studies conducted in six English-dominant countries indicated that preservice elementary teachers had only partial understandings of the linguistic concepts that inform early reading instruction and felt only “somewhat” prepared to teach young children to read. Efforts to improve future elementary teachers’ knowledge about phonological/phonemic awareness, phonics, and morphology were effective when preservice teachers received a high quantity (7-10 hours) of instruction, either in-person or via multimedia modules, and engaged in supervised clinical experiences. Clinical experiences without feedback or structure were ineffective. Recommendations for teacher preparation programs and directions for future research are included.

Authors

• Laura Tortorelli, Michigan State University

• Sarah M. Lupo, James Madison University

• Courtneay Kelly, University of Lynchburg

• Barbara Wheatley, Eastern Mennonite University

• Alison Wilson, Relay Graduate School of Education