Abstract
Evidence-based research and state initiatives have focused on instructional methods emphasizing the science of reading and a structured literacy approach using five effective reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. However, these efforts have not fully addressed why educators struggle to translate the science of reading and structured literacy pedagogical practices into classroom instruction that improves reading outcomes. This study underscores the vital role of teacher preparation programs that provide clinical structured literacy training through school partnerships. The data provided demonstrates the effectiveness of coaching, reflection, and continuous refinement to promote teacher candidates’ self-efficacy to deliver evidence-based literacy instruction.
Recommended Citation
Jensen, Rachel A. and Scheffel, Debora L.
(2025)
"Creating Clinical Preservice Preparation Programs That Promote Self-Efficacy to Teach the Science of Reading,"
Literacy Practice and Research: Vol. 49:
No.
3, Article 1.
Available at:
https://digitalcommons.fiu.edu/lpr/vol49/iss3/1
Included in
Elementary Education Commons, Higher Education Commons, Language and Literacy Education Commons
