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Article
Peer-Review Record

Exploring the Role Children’s Literature Plays in Preservice Teachers’ Curriculum-Making Capabilities: Designing Meaningful Lesson Sequences to Teach Writing

Educ. Sci. 2025, 15(5), 549; https://doi.org/10.3390/educsci15050549
by Phillip Poulton 1,* and Deb Brosseuk 2
Reviewer 1: Anonymous
Reviewer 2: Anonymous
Educ. Sci. 2025, 15(5), 549; https://doi.org/10.3390/educsci15050549
Submission received: 19 March 2025 / Revised: 24 April 2025 / Accepted: 28 April 2025 / Published: 29 April 2025

Round 1

Reviewer 1 Report

Comments and Suggestions for Authors

Please see the attached file with detailed comments and suggestions. 

Comments for author File: Comments.pdf

Author Response

Please see the attachment. 

Author Response File: Author Response.pdf

Reviewer 2 Report

Comments and Suggestions for Authors

This manuscript is very well written and provides a thorough description of the effective implementation of mentor texts to improve writing. The authors have provided an extensive literature review; however, it would be beneficial to include references to one of the  following:

  • Mirrors, Windows, and Mentors: Developing Critical Mentor Text Sets to Cultivate Students’ Writer Identities by Elizabeth Thackeray Nelson and Margaret Osgood Opatz (2023), DOI: 10.58680/ej202332633.

  • Mentor Texts: Teaching Writing Through Children's Literature, K-6 by Dorfman & Cappelli.

  • Mentor Texts by Carl Anderson

The manuscript has significant implications for teacher educators worldwide, as the information is highly relevant and transferable across various contexts. The use of mentor texts and curriculum mapping is particularly applicable today and essential to support writing skills. The authors' research with preservice teachers and the results, despite the small sample size, will certainly inspire other teacher educators to try a similar approach with their preservice teachers. 

Author Response

Please see the attachment 

Author Response File: Author Response.pdf

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