The National Council on Teacher Quality
has just released a report on how ed schools do -- or more properly, do not--prepare teachers to teach reading.
In this groundbreaking report, NCTQ studied a large representative sampling of ed schools to find out what future elementary teachers are--and are not--learning about reading instruction. The report, the most comprehensive of its kind, determined that education schools are ignoring the principles of good reading instruction that would prepare prospective teachers how to better teach reading.
You cannot teach what you do not know.
I wonder what it will take to get change in motion. I wonder if a parental uprising would have some effect.
Download the whole report here.
3. Future Teachers Do Not Learn How To Assess Children’s Reading Difficulties
One of the most critical jobs of a teacher in the early grades is to identify and assess students who are having trouble and will be at risk for reading failure. For most of these children, reading failure can be avoided, provided they receive the right sort of intense instruction, early enough, to bring them up to speed. Fortunately, valid and reliable assessment procedures are available that can predict students’ future reading achievement and identify students who are on track and those who are at risk. Yet few of the reading texts we reviewed ever recommend these assessments. We repeatedly found texts recommending assessments which are simply inadequate and which are neither valid nor reliable. For example, overwhelmingly, texts continue to promote a type of assessment called the “three-cueing system” as a dependable process for assessing and teaching reading even though this assessment has not stood up to scientific scrutiny.
Among other things, the report lists texts that should be taught, and aren't. Makes a good reading list for parents and teachers wishing to improve their instruction.