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.