Pre-service teachers are competent in phonological processing skills: How to teach the science of reading
Abstract
Approximately 20% of students experience reading failure each year. One of the difficulties associated with this large percentage is that it has been documented that pre-service teachers may not be receiving the most appropriate training regarding reading acquisition. The present study sought to determine if pre-service teachers were proficient in phonological processing skills and thus capable of learning concepts for which these skills are prerequisite. One-hundred sixty-four participants (85 pre-service teachers and 79 non-education majors) were administered the Comprehensive Test of Phonological Processing (CTOPP). The results indicated that pre-service teachers’ phonological processing skills were sufficiently developed and not significantly different from non-education majors or from the CTOPP’s normative sample. These students have the ability to learn the concepts related to the science of reading. Components of an appropriate curriculum for pre-service teachers such that they can acquire this knowledge are discussed.
Reference
Hurford, D. P., Fender, A. C., Swigart, C. C., Hurford, T. E., Hoover, B. B., Butts, S. R., ... & Wilber, L. M. (2016). Pre-service teachers are competent in phonological processing skills: How to teach the science of reading. Reading Psychology, 37, 885-916.
Journal
Reading Psychology
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
85
Other Participant Data
- Undergraduates (NOT preservice teachers/education majors)
Duration of Data Collection
Data Sources
- Comprehensive Test of Phonological Processing
Data Analysis Tools
Researcher Positionality
Research Questions
Do “pre-service teachers possess a performance deficiency as well as a knowledge deficiency with regard to phonological processing?” (p. 893).
Is this research question explicit from the manuscript? Combination