Providing feedback to preservice teachers of reading in field settings

Abstract

This article describes four types of feedback provided to preservice elementary teachers who are concurrently enrolled in university reading courses and early field experiences or enrolled in the final full‐time experience. The feedback includes field notes, checklists, anecdotal accounts, and dialogue journals. Examples of each are provided, following a coaching model. The model (a) identifies what was done well during the lesson, (b) describes some important areas that need improvement, and (c) suggests specific ways to accomplish the improvement. Checklists for the Directed Reading Activity and the Directed Reading‐Thinking Activity are included.