A critical analysis of research on reading teacher education

Victoria J. Risko, Cathy M. Roller, Carrice Cummins, Rita M. Bean, Cathy Collins Block, Patricia L Anders, James Flood

Research output: Contribution to journalArticle

76 Citations (Scopus)

Abstract

The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors′ coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers′ knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.

Original languageEnglish (US)
Pages (from-to)252-288
Number of pages37
JournalReading Research Quarterly
Volume43
Issue number3
DOIs
StatePublished - Jul 2008

Fingerprint

Reading
Teaching
Pupil
teacher
Research
education
teaching practice
pupil
university teaching
reading instruction
teaching strategy
coding
Teacher Training

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Risko, V. J., Roller, C. M., Cummins, C., Bean, R. M., Block, C. C., Anders, P. L., & Flood, J. (2008). A critical analysis of research on reading teacher education. Reading Research Quarterly, 43(3), 252-288. https://doi.org/10.1598/RRQ.43.3.3

A critical analysis of research on reading teacher education. / Risko, Victoria J.; Roller, Cathy M.; Cummins, Carrice; Bean, Rita M.; Block, Cathy Collins; Anders, Patricia L; Flood, James.

In: Reading Research Quarterly, Vol. 43, No. 3, 07.2008, p. 252-288.

Research output: Contribution to journalArticle

Risko, VJ, Roller, CM, Cummins, C, Bean, RM, Block, CC, Anders, PL & Flood, J 2008, 'A critical analysis of research on reading teacher education', Reading Research Quarterly, vol. 43, no. 3, pp. 252-288. https://doi.org/10.1598/RRQ.43.3.3
Risko, Victoria J. ; Roller, Cathy M. ; Cummins, Carrice ; Bean, Rita M. ; Block, Cathy Collins ; Anders, Patricia L ; Flood, James. / A critical analysis of research on reading teacher education. In: Reading Research Quarterly. 2008 ; Vol. 43, No. 3. pp. 252-288.
@article{dd837866f200454da817955acfb7e6ef,
title = "A critical analysis of research on reading teacher education",
abstract = "The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors′ coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers′ knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.",
author = "Risko, {Victoria J.} and Roller, {Cathy M.} and Carrice Cummins and Bean, {Rita M.} and Block, {Cathy Collins} and Anders, {Patricia L} and James Flood",
year = "2008",
month = "7",
doi = "10.1598/RRQ.43.3.3",
language = "English (US)",
volume = "43",
pages = "252--288",
journal = "Reading Research Quarterly",
issn = "0034-0553",
publisher = "International Reading Association",
number = "3",

}

TY - JOUR

T1 - A critical analysis of research on reading teacher education

AU - Risko, Victoria J.

AU - Roller, Cathy M.

AU - Cummins, Carrice

AU - Bean, Rita M.

AU - Block, Cathy Collins

AU - Anders, Patricia L

AU - Flood, James

PY - 2008/7

Y1 - 2008/7

N2 - The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors′ coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers′ knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.

AB - The authors provide a review and critique of 82 empirical investigations conducted in the United States on teacher preparation for reading instruction. These studies were chosen from a pool of 298 based on the authors′ coding of research quality indicators. Applying an inductive paradigmatic analysis of the 82 studies, this review suggests that in recent years reading teacher preparation programs have been relatively successful in changing prospective teachers′ knowledge and beliefs, and a smaller number of studies documents that under certain conditions pedagogical knowledge influenced actual teaching practice. As in earlier reviews, there were very few studies that included pupil achievement as a measure. In addition, the review suggests that university teaching practices that benefit applications of pedagogical knowledge provide explicit explanations and examples, demonstrations of practices, and opportunities for guided practice of teaching strategies in practicum settings with pupils. This analysis builds on more general teacher education research reviews by identifying contributions and limitations of reading teacher education research and providing recommendations for future research.

UR - http://www.scopus.com/inward/record.url?scp=47949117435&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=47949117435&partnerID=8YFLogxK

U2 - 10.1598/RRQ.43.3.3

DO - 10.1598/RRQ.43.3.3

M3 - Article

AN - SCOPUS:47949117435

VL - 43

SP - 252

EP - 288

JO - Reading Research Quarterly

JF - Reading Research Quarterly

SN - 0034-0553

IS - 3

ER -