Abstract
This study examines the impact of redesigned reading core courses, aligned with the Science of Reading framework, on pre-service teachers' knowledge of early literacy skills essential for reading mastery. Utilizing a qualitative research approach, data was collected through interviews with undergraduate students enrolled in a small private college teaching program in Ohio. Participants included 11 students from the Reading Core I (ED 240) course and 11 students from the Reading Core III (ED 343) course. The data analysis revealed that including the scientific basis for teaching reading from the beginning of the students’ college careers should lead to graduating new teachers ready to provide the structured literacy instruction students need.
Recommended Citation
Desir, Sarahlee; Zhulamanova, Ilfa; and Mickey, Deborah
(2025)
"Pre-service Teachers Knowledge of Early Reading: Effects of Redesigned Reading Courses Aligned to the Science of Reading,"
Ohio Journal of Teacher Education: Vol. 40:
No.
2, Article 5.
Available at:
https://www.exhibit.xavier.edu/ojte/vol40/iss2/5
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons
