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Abstract
This study compared elementary and special education teachers' knowledge of when K–3 students develop key reading competencies, their knowledge of who is responsible for teaching K–3 students key reading competencies, and teachers' perceptions of their own instructionally relevant competencies to those standards articulated within their state's blueprint for reading achievement. Results reveal a disconnect between teacher-held beliefs and state-articulated grade-level student literacy competencies. Results also suggest that teacher preparation programs are not preparing candidates to achieve mastery of essential teacher competencies articulated within their state's reading blueprint. Strengthening the accountability of teacher preparation practices to states' reading blueprint standards is recommended.
Acknowledgements
The first author thanks Dr. Louise Spear-Swerling for generously providing guidance and mentoring supports with this and other projects. The first author would also like to formally acknowledge Dr. Margie Gillis of Haskins Laboratories and Dr. Maureen McSparren Ruby from Eastern Connecticut State University for their thoughtful input regarding the development of the survey instrument employed here.