The Science of Reading and Culturally Responsive Instruction in Missouri Educator Preparation Programs
AACTE members Katherine O’Daniels, Ph.D., and Shea Kerkhoff, Ph.D., conducted survey research on the teaching of reading in educator preparation programs (EPPs) in Missouri. The survey investigated the reading curricular topics and instructional practices specifically in initial teacher certification programs. The survey items were created to reflect the reading competencies outlined in the Missouri Standards for the Preparation of Educators and the International Literacy Standards for the Preparation of Literacy Professionals. The survey was taken by personnel working in Missouri who teach courses related to literacy preparation of early childhood and elementary teachers and represent 93% of Missouri EPPs.
The results indicate that Missouri EPPs attend to building evidence-based knowledge and practices aligned with the Science of Reading. The quantitative data identified foundational knowledge related to phonological awareness, phonics, fluency, and comprehension. Although it appears that additional focus needs to be given to evidence-based practices for teaching vocabulary, by and large the perception is that teacher candidates are leaving with knowledge and instructional experiences related to the five pillars and their interactive nature.
Moreover, out of 50 total respondents to the open-ended question of “What changes have you made [within your EPP],” 74% referenced course adjustments related to the Science of Reading, either by directly referencing SOR (19 references), by referencing LETRS training (21 references), or by discussion of elements of SOR (e.g. explicit systematic phonics instruction) (14 references). An additional 9 respondents indicated anticipated changes related to the Science of Reading. Although full revisions of curricula take time within EPPs, it is clear that teacher educators are responsive to the ever-changing nature of the field of literacy and have the autonomy to make adjustments within specific courses.
Data identified areas of need as preparation in culturally responsive teaching and family/community literacies. The results suggest that social, cultural, and affective aspects of literacy development also be attended to in EPPs. Likewise, open responses on the survey pointed to the issue of maintaining attention to necessary components, such as knowledge building through reading and culturally responsive teaching within the programs, while also increasing attention to the Science of Reading.
As EPPs respond to external pressures, it may be helpful to maintain a holistic vision for what teacher candidates should know about reading instruction and be able to put into practice when in their own classrooms. Learn more about the study and findings.
Tags: data, elementary education, equity, research
