Preparing Pre-service Candidates to Teach Reading
DESCRIPTION:
NCIL, in collaboration with BU, is hosting a series of live webinar discussions on the science of reading, literacy instruction, and literacy-related policies that affect students and teachers.
The Reading the Room series brings together education stakeholders with a shared interest and expertise in improving literacy outcomes for students. This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19. A researcher, university professor, and national expert come together to share their perspectives on the successes, challenges, and role of educator preparation programs in developing knowledgeable and skilled teacher candidates based on reading science.
MODERATOR:
David Chard, PhD, Dean, BU Wheelock
PANELISTS:
Holly Lane, Ph.D, Associate Professor of Special Education, University of Florida
David Brobeck, Ph.D, Research Associate, University of Cincinnati Systems Development & Improvement Center
Heather Peske, Ed.D, President, National Council on Teacher Quality
RESOURCES:
- Leveraging American Rescue Plan Funds to Advance Literacy: A Step-by-Step Guide for States and Early Reading Advocates
- Massachusetts: A Systems Approach To Improving Reading
- Knowledge of Early Reading: State Teacher Preparation Policy Requirements for Elementary, Special Education, and Early Childhood Teachers
- Evidence-based Reading Instruction for Grades K-5
- Evidence-based Reading Instruction for Adolescents Grades 6-12
- Course Enhancement Module: Evidence-based Reading Instruction
- Course Enhancement Module: Dyslexia
- Ohio P20 Literacy Collaborative Toolkit
- All Ohio Literacy
- Integrating Reading Foundations: A Tool for College Instructors of Pre‑service Teachers
- Empowering Teachers Through Evidence-based Literacy Instruction: The Path Forward
- Stronger Together: The Alliance for Reading Science in Higher Education
The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003). The opinions expressed are those of the authors and do not represent views of OESE, OSEP, or the U.S. Department of Education. Copyright © 2023 National Center on Improving Literacy. https://improvingliterarcy.org