Do textbooks used in university reading education courses conform to the instructional recommendations of the national reading panel?

Full Abstract

Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

Author information

Author/s: Malatesha Joshi, R (R); Binks, Emily (E); Graham, Lori (L); Ocker-Dean, Emily (E); Smith, Dennie L (DL); Boulware-Gooden, Regina (R);

Affiliation: Texas A&M University, USA.

Journal and publication information

Publication Type: Journal Article

Journal: Journal of learning disabilities (J Learn Disabil), published in United States. (Language: eng)

Reference: -2009 Sep-Oct; vol 42 (issue 5) : pp 458-63

Dates: Created 2009/08/13; Completed 2009/10/19;

PMID: 19531632, status: MEDLINE (last retrieval date: 10/19/2009, IMS Date: )

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