Are preservice teachers prepared to teach struggling readers?
Abstract
Reading disabilities such as dyslexia, a specific learning disability that affects an individual’s ability to process written language, are estimated to affect 15–20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language processing difficulties. However, recent evidence may suggest that teacher preparation programs are not providing preservice teachers with information about basic language constructs and other components related to scientifically based reading instruction. As a consequence preservice teachers have not exhibited explicit knowledge of such concepts in previous studies. Few studies have sought to assess preservice teachers’ knowledge about dyslexia in conjunction with knowledge of basic language concepts. The purpose of the present study was to examine elementary school preservice teachers’ knowledge of basic language constructs and their perceptions and knowledge about dyslexia. Findings from the present study suggest that preservice teachers, on average, are able to display implicit skills related to certain basic language constructs (i.e., syllable counting), but fail to demonstrate explicit knowledge of others (i.e., phonics principles). Also, preservice teachers seem to hold the common misconception that dyslexia is a visual perception deficit rather than a problem with phonological processing. Implications for future research as well as teacher preparation are discussed.
Reference
Washburn, E. K., Joshi, R. M., & Binks Cantrell, E. (2011). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61(1), 21–43. http://dx.doi.org/10.1007/s11881-010-0040-y
Journal
Annals of Dyslexia
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
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
91
Duration of Data Collection
Data Sources
Data Analysis Tools
- Correlation
- MANOVA
- Statistical analysis
Researcher Positionality
Research Questions
What are the perceptions of preservice teachers concerning their ability to teach typically developing readers, struggling readers, teach phonemic awareness, phonics, and vocabulary?
Is this research question explicit from the manuscript? Yes
What do preservice teachers know about constructs related to phonological awareness, phonemic awareness, alphabetic principle/phonics, morphology, and dyslexia?
Is this research question explicit from the manuscript? Yes
What, if any, patterns exist in the data?
Is this research question explicit from the manuscript? Yes
Is preservice teacher knowledge related to perceived ability to teach such constructs?
Is this research question explicit from the manuscript? Yes
Does preparation and outside tutoring experience make a difference with regard to preservice teacher knowledge of basic language constructs and dyslexia?
Is this research question explicit from the manuscript? Yes