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

  • Al-Hazza, T. C., & Lucking, R. (2012). An examination of preservice teachers' view of multiliteracies: Habits, perceptions, demographics and slippery slopes. Reading Improvement , 49(2), 59-72.
  • Allen, D. D., & Flippo, R. F. (2002). Alternative assessment in the preparation of literacy educators: Responses from students. Reading Psychology, 23, 15-26.
  • Asselin, M. (2000). Confronting assumptions: Preservice teachers' beliefs about reading and literature. Reading Psychology, 21(1), 31-55.
  • Draper, R. J., Broomhead, P., Jensen, A. P., & Nokes, J. D. (2012). (Re)imagining literacy and teacher preparation through collaboration. Reading Psychology, 33(4), 367-398.
  • Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21(2), 145-170.
  • Hedrick, W. B., Harmon, J. M., & Wood, K. (2008). Prominent content vocabulary strategies and what secondary preservice teachers think about them. Reading Psychology, 29(5), 443-470.
  • Helfrich, S. R., & Clark, S. K. (2016). A Comparative Examination Of Pre-Service Teacher Self-Efficacy Related To Literacy Instruction". Reading Psychology, 37, 943-961.
  • Huang, S. (2017). Reading practices of pre-service teachers in the United States. Reading Psychology, 38(6), 580-603.
  • 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.
  •  Kaplan, D. (2003). Self-awareness of past learning and development as motivation for continued learning: the application of a general model to specific categories of literacy learning for preservice reading teachers., Reading Psychology, 24:1, 1-24, DOI: 10.1080/02702710308237
  • Many, J. E., Dewberry, D., Taylor, D. L., & Coady, K. (2009). Profiles of Three Preservice ESOL Teachers' Development of Instructional Scaffolding. Reading Psychology, 30(2), 148-174.
  • Nokes, J. D. (2010). Preparing novice history teachers to meet students’ literacy needs. Reading Psychology, 31(6), 493-523.
  • Scales, R., Wolsey, T. D., Young, J., Smetana, L., Grisham, D. L., Lenski, S. Dobler, E., Yoder, K. K., Chambers, S. A. (2017). Mediating factors in literacy instruction: How novice elementary teachers navigate new teaching contexts. Reading Psychology, 38(6), 604-651.
  • Shaw, D. M. & Mahlios, M. (2008). Pre-Service Teachers' Metaphors of Teaching and Literacy. Reading Psychology, 29(1), 31-60.
  • Sulentic-Dowell,M.M.,  Beal, G.D., & Capraro, R.M. (2006). How do literacy experiences affect the teaching propensities of elementary pre-servicereachers?, Reading Psychology, 27:2-3, 235-255, DOI: 10.1080/02702710600642509

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