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Early Literacy Teacher Preparation: One University's Perspective
Journal article

Early Literacy Teacher Preparation: One University's Perspective

Carolyn Berenato and Lori Severino
Learning disabilities (Pittsburgh, Pa.), v 22(2), pp 38-49
01 Jan 2017
DOI: https://doi.org/10.18666/LDMJ-2017-V22-I2-8062
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Education & Educational Research Education, Special Social Sciences
Colleges and universities can have an impact on the entire field of education when preparing teachers for one of the most challenging part of the job: teaching literacy. When teachers are properly trained and have a toolbox of strategies and teaching techniques to use, they can have a tremendous impact on student learning. In teacher preparation courses, pre-service teachers have the opportunity to learn content and pedagogy while field experiences allow them to practice their newly learned skills. This study explores what instruction teachers need to have, in order to teach reading effectively, especially when teaching students who struggle with literacy. Coletti (2013) refers to these students as SEEDS students: Struggling readers and learners from all social groups, Economically disadvantaged youngsters, English language learners, Dyslexic students and Specific learning disabilities and language impairments. The purpose of this research was to explore one university's students' perspectives on an early literacy teacher preparation.

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#4 Quality Education

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Collaboration types
Domestic collaboration
Web of Science research areas
Education, Special
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