Improving Student Teacher Preparedness in Reading Instruction
Abstract
:1. Introduction
- Did the elective improve knowledge and understanding of literacy concepts?
- What areas did trainee teachers increase their knowledge in?
- What did trainee teachers value most about the elective?
2. Methodology
2.1. Description of Elective/Intervention
- (A)
- Shared clear learning intentions overall and shared clear learning intentions for each of the three inputs, so that student teachers understood the big picture, where they were going, and the steps throughout
- (B)
- Low-stakes pair quizzing throughout each session to increase learning and elicit evidence of learning, providing feedback from quizzes to move the learners forward
- (C)
- Activating students as owners of their own learning through the individual roles within the group task to move them forward in their learning and for the assessment of arriving there
- (D)
- Activating student teachers as learning resources for one another through a final collaborative paired presentation task.
2.2. Participants
2.3. Measures
- Define and describe high-quality reading instruction across all stages of primary school?
- Describe those children who might be at risk of reading difficulties and why this would be?
- How can we, as teachers, minimize reading difficulties and support struggling readers?
2.4. Data Analysis
3. Results
3.1. Thematic Analysis
3.1.1. Knowledge and Understanding of Reading Instruction
3.1.2. Knowledge and Understanding of At-Risk Readers
3.1.3. Knowledge and Understanding of Overcoming Reading Difficulties
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Correction Statement
References
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Milne, J.; Topping, K.J. Improving Student Teacher Preparedness in Reading Instruction. Educ. Sci. 2025, 15, 97. https://doi.org/10.3390/educsci15010097
Milne J, Topping KJ. Improving Student Teacher Preparedness in Reading Instruction. Education Sciences. 2025; 15(1):97. https://doi.org/10.3390/educsci15010097
Chicago/Turabian StyleMilne, Jennifer, and Keith J. Topping. 2025. "Improving Student Teacher Preparedness in Reading Instruction" Education Sciences 15, no. 1: 97. https://doi.org/10.3390/educsci15010097
APA StyleMilne, J., & Topping, K. J. (2025). Improving Student Teacher Preparedness in Reading Instruction. Education Sciences, 15(1), 97. https://doi.org/10.3390/educsci15010097