Study Links Teacher Preparation To Reading Instruction
Novice teachers who graduated from teacher-preparation programs with a strong focus on reading instruction tend to provide richer literacy experiences for their students than those who attended institutions without such an emphasis, an update of an ongoing research project suggests.
The findings were presented here April 28 at the International Reading Association's annual conference.
The project, the largest ever undertaken by the Newark, Del.-based association, is among the first to track teachers from their undergraduate programs through their initial years in the classroom. The effort is intended to gauge the effectiveness of various factors in teacher preparation, their effect on students' classroom experiences, and, ultimately, the impact on...
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