Pre-service teachers’ self-assessed proficiency for working with struggling readers

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dc.contributor.authorSigmon, Mirandaen
dc.contributor.authorFortune, Donna J.en
dc.date.accessioned2025-01-27T14:39:06Zen
dc.date.available2025-01-27T14:39:06Zen
dc.date.issued2021-03-01en
dc.description.abstractPre-service educators should enter a classroom confident in their ability to deliver literacy instruction for all learners. To determine pre-service educators' level of understanding and confidence in implementing effective early literacy instruction, this study used the 15 principles for working with struggling readers created by McCormick and Zutell (2015) to analyze preservice teachers' perceptions of their ability to teach reading. The mixed method study includes data collected through an online survey using Likert scale and open-ended items. This article details the results of pre-service educators' self-assessments after they completed an early literacy methods course. Results indicate that the two lowest rated principles include enlisting parental involvement and letting research guide instruction.en
dc.description.versionPublished versionen
dc.format.extentPages 69-89en
dc.format.extent21 page(s)en
dc.format.mimetypeapplication/pdfen
dc.identifier.issue2en
dc.identifier.orcidFortune, Donna [0000-0002-5491-3636]en
dc.identifier.urihttps://hdl.handle.net/10919/124390en
dc.identifier.volume30en
dc.language.isoenen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.titlePre-service teachers’ self-assessed proficiency for working with struggling readersen
dc.title.serialJournal of Research in Educationen
dc.typeArticle - Refereeden
dc.type.dcmitypeTexten
dc.type.otherArticleen
dcterms.dateAccepted2019-11-30en
pubs.organisational-groupVirginia Techen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciencesen
pubs.organisational-groupVirginia Tech/Liberal Arts and Human Sciences/School of Educationen

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