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Document Number: 6968 What Education Schools Aren’t Teaching about Reading and What Elementary Teachers Aren’t Learning - This study attempts to learn what aspiring teachers are taught about reading instruction. From a randomly selected, representative sample of 72 education schools, 223 required reading courses are reviewed, including evaluations of syllabi as well as 227 required reading texts. Schools were scored on how well their courses presented the core components of the science of reading. Findings include: (1) only 15% of the education schools provide future teachers with minimal exposure to the science; (2) course syllabi reveal a tendency to dismiss the scientific research in reading, continuing to espouse approaches to reading that will not serve up to 40% of all children; and (3) course texts were equally disappointing. Only four of the 227 texts were rated as “acceptable” for use as a general, comprehensive textbook. The report closes with recommendations to ameliorate this serious failure in adequately preparing teachers in the best practices of reading instruction. (Kate Walsh, Deborah Glaser and Danielle Dunne Wilcox, National Council on Teacher Quality, May 2006)
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Related Issues Reading/Literacy
Teaching Quality
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