Understanding the Why Behind the How in Reading Instruction

Abstract

One of the most critical pedagogical areas for student success is reading development and the use of reading to learn in the content areas. Teachers’ knowledge and the materials, methods, and strategies employed are essential factors in students’ abilities to read. In their inquiry study, the authors examined the congruence between the content of preservice literacy methods courses at their college and the practices of recent alumni. Although practice varied for each teacher, alumni students emphasized some components of reading over others, often because those components were stressed in their college courses. These findings led the authors to rethink why and how reading methods are taught to preservice teachers.

Lisa Burke, Judy Fiene, Mary Jo Young, and Debra K. Meyer are instructors in the Teacher Education Program at Elmhurst College. In addition to their teaching roles, they each coordinate a major program at the college. These include Special Education, Elementary Education, Early Childhood Education, and Masters in Teacher Leadership.