Teacher Ed. Faulted on Reading Preparation

Washington

Few experts on reading instruction or teacher preparation are likely to dispute the overall conclusion of a new report that suggests most colleges of education are doing an inadequate job of preparing elementary teachers for what is arguably their most important task: teaching children to read. But many researchers and teacher-educators are questioning the science behind the study, which chastises education schools for failing to teach the “science of reading.”

The report by the Washington-based National Council on Teacher Quality has been drawing praise for highlighting the inadequacy of teacher’s preservice training in effective reading instruction for all students. It is also being challenged on its methodology, its definition of the science, and its failure to reflect recent and planned changes to teacher-preparation programs to incorporate reading research.

“What Education Schools Aren’t Teaching About Reading and What Elementary Teachers Aren’t Learning,” released here May 22, concludes that a majority of U.S. teacher colleges are failing to teach the elements of effective reading instruction that research has proved are essential: phonemic awareness, phonics,...