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Study of Teacher Preparation in Early Reading Instruction. A Brief Overview. Primary Research Questions. To what extent does the content of teacher education programs focus on the essential components of early reading instruction?
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Study of Teacher Preparation in Early Reading Instruction A Brief Overview
Primary Research Questions • To what extent does the content of teacher education programs focus on the essential components of early reading instruction? • To what extent are graduating pre-service teachers knowledgeable about the essential components of early reading instruction?
Secondary Research Questions • Which characteristics of teacher training institutions and programs are associated with their focus on the essential components of early reading instruction? • To what extent are focus areas on the essential components of early reading instruction associated with pre-service teachers’ knowledge about these components? • To what extent is knowledge about the essential components of early reading instruction related to pre-service teachers’ feelings of preparedness to teach various aspects of beginning reading?
Study Design • Data Collection • 2,237 pre-service teachers • 99 Institutions in 24 states • Graduating in spring or summer of 2007 • Instrument • Pre-Service Teacher Preparation Program and Knowledge Survey
Data Analysis and Constructs • Variables related to the five essential components of early reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) as follows: • All components • Alphabetics • Fluency • Meaning • Measured variables related to the emphasis on the essential components through coursework and the exposure to these components through field experiences using a four-point metric ranging from none (0) to considerable (3). • Overall focus of programs on the essential components was represented by the average of reports of emphasis in coursework and exposure through field experiences such as practica and student teaching.
Comment • Data collected with the Program Survey provide national estimates4 of pre-service teachers’ perceptions of the focus of their training programs on the essential components of early reading instruction. 4 The national estimates provided in the report were derived using data from pre-service teachers at the 99 institutions that agreed to participate in the study.
To what extent does the content of teacher education programs focus on the essential components of early reading instruction? • Overall Emphasis (Course and Field) on Essential Components • (1.76) “Little” but below “moderate,” or on a zero-to-three scale. • Coursework emphasis on Essential Components • (1.66) “Little” but below “moderate” on a zero-to-three scale. • Field experience exposure on Essential Components • (1.86) “Little” but below “moderate” on a zero-to-three scale.
To what extent does the content of teacher education programs focus on the essential components of early reading instruction? Other Findings • 69% report a moderate overall programmatic focus on the essential components • 25% report a strong focus • 4% report a weak focus • Twice as likely to report strong focus in field experience than in their coursework
To what extent does the content of teacher education programs focus on the essential components of early reading instruction? Other Findings • Overall Programmatic Focus on • Alphabetics (40%) • Fluency (34%) • Meaning (18%) • Coursework Emphasis • Alphabetics (33%) • Fluency (29%) • Meaning (14%)
To what extent does the content of teacher education programs focus on the essential components of early reading instruction? Other Finding • Pre-service teachers were twice as likely to report a strong focus on the essential components in their field experience than in their coursework (40% versus 21% across all components).
To what extent are graduating pre-service teachers knowledgeable about the essential components of early reading instruction? • Knowledge Assessment • Total Assessment--57% of the items answered correctly. • Alphabetics Subscale--53% items answered correctly • Fluency Subscale--61% items answered correctly • Meaning Subscale--58% items answered correctly
Study Findings-Secondary Q1 • The only difference between public and private institutions was in the area of fluency. • The overall program focus across all components was in institutions where the highest degree offered was the • Bachelor’s degree (1.96) • Master’s degree (1.71) • Doctoral degree (1.77) • Program type • Early Childhood (1.83) • Elementary Education (1.73) • Combined (1.79)
Study Findings-Secondary Q2 • No statistically significant relationship between reported field experience exposure to alphabetics, fluency, or meaning and knowledge assessment score for each those elements. • A statistically significant negative relationship between reported field experience exposure to all of the essential elements combined and the overall knowledge assessment score. • No statistically significant relationship between emphasis across all elements in coursework and the overall score on the knowledge assessment. • One positive between reported emphasis on fluency in coursework and the fluency score on the knowledge assessment.
Study Findings-Secondary Q3 • Across the elements of early reading instruction • Alphabetics--1.90 • Fluency--2.18 • Meaning-2.29 • All Elements--2.13 (mostly prepared) • Notable Finding-Felt better prepared to teach meaning and alphabetics but perceived program focus on meaning was weaker than alphabetics or fluency (coursework and field experience) • Knowledge and level of preparedness only statistically significantly related for meaning. • No relationship between scores on knowledge assessment and level of preparedness.
Discussion • How can we use this information to inform our work? • What can we do to ensure that our candidates understand the essential components of early reading instruction? • Could we replicate this study in Mississippi?
Access to Document http://ies.ed.gov/ncee/pubs/20104036/index.asp
