This professional development site uses a significant research base both of past and current reading studies in order to construct a forward-looking model for training reading teachers. Summarizing the research available for teacher preparation, the authors make connections to (1) 21st-century changes in the nature of literacy itself, (2) changes in the diversity of our student population, and (3) changes in the occupational characteristics of teaching.
The authors conclude that extensive research exists for training teachers but not for teaching teachers, and point toward promising practices that emphasize such features as inquiry and reflection (teacher as researcher) in the area of teaching teachers. The authors advocate change in the way reading research is conducted, outlining in detail five principal questions for inquiry: (1) Is teacher preparation effective?; (2) What do we know about training teachers of reading?; (3) What do we know about teaching teachers of reading?; (4) What will it be--training or teaching teachers of reading; and (5) What should our research agenda for reading teacher education look like?
Additionally, the 17 essential components of a professional reading program (as identified by the International Reading Commission on High Quality Teacher Education) are discussed in order to call attention to the fact that no follow-up research has been enacted since the modules and competencies were first cited (1974). The authors acknowledge that the research community must become participants in this changing 21st-century literacy if we are to influence the outcomes and teach, instead of only train, our reading teachers. (author/bcbrown)
Ohio English Language Arts Standards (2001)
Phonemic Awareness, Word Recognition and Fluency Standard
Acquisition of Vocabulary Standard
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Reading Applications: Informational, Technical and Persuasive Text Standard
Reading Applications: Literary Text Standard