CITE-ITEL A dialogical synthesis of research into initial literacy teacher preparation
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Reading Improvement

  • Barnyak, N. C., & Paquette, K. R. (2010). An investigation of elementary preservice teachers' reading instructional beliefs. Reading Improvement , 47(1), 7-17.
  • Cheek Jr., E. H., Steward, F. A., Launey, B. L., & Borgia, L. G. (2004). Facilitative reading instruction: Preservice teachers' voices and perspectives. Reading Improvement, 41(2), 129-142.
  • Fritz, A. E., Conner, D., & Stevenson, C. (2009). Training new content area secondary teachers to teach literacy: The university/public school partnership. Reading Improvement , 46(1), 19-28.
  • Haverback, H. R. (2009). A fresh perspective on preservice teacher reading efficacy beliefs. Reading Improvement, 46(4), 214-220.
  • Kindle, K. J., & Schmidt, C. M. (2013). Developing preservice teachers: A self-study of instructors scaffolding. Reading Improvement , 50(3), 83-100.
  • Knudson, R. E., & Maxson, S. (2001). How students learn to teach beginning reading. Reading Improvement, 38(3), 125-132.
  • Mayor, S. (2005). Preservice Teachers' Developing Perspectives On Assessment And Remediation Of Struggling Readers. Reading Improvement, 42(3), 164-178.
  • Paquette, K. R., & Laverick, D. M. (2017). Enhancing preservice teachers' skillsets and professionalism through literacy tutoring experiences. Reading Improvement, 54(2), 56-66.
  • Smith, M. (2009). Learning how to teach reading: A tale of two beginners and the factors that contributed to their vastly different teaching perspectives. Reading Improvement , 46 (4), 247-262.
  • Warren-Kring, B., & Warren , G. (2013). Changing the attitudes of pre-service teachers toward content literacy strategies. Reading Improvement , 50(2), 75-82.

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The Literacy Research Association provided pilot funding for portions of this project.