https://www.improvingliteracy.org/video/preparing-pre-service-candidates-teach-reading/index.html
The Reading the Room series brings together education stakeholders with a shared interest and expertise in improving literacy outcomes for students. This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19.

https://www.youtube.com/watch?v=s8JyE4SLhQU
NCIL, in collaboration with BU, is hosting a series of live webinar discussions on the science of reading, literacy instruction, and literacy-related policie

https://www.youtube.com/watch?v=WjS2PhRCLTQ
Join the National Center on Improving Literacy (NCIL) for a discussion about preparing pre-service candidates to use evidence-based methods to teach reading,

https://improvingliteracy.org/file/reading-room-preparing-pre-service-candidates-teach-reading.html
Reading the Room Preparing Pre service Candidates to Teach Reading The research reported here is funded by awards to the National Center on Improving Literacy from the Office of Elementary and Secondary Education, in partnership with the Office of Special Education Programs (Award #: S283D160003).

https://improvingliteracy.org/video/sustaining-your-multi-tiered-systems-support-reading/index.html
The Reading the Room series brings together education stakeholders with a shared interest and expertise in improving literacy outcomes for students. This Reading the Room panel will discuss how to sustain your Multi-tiered Systems of Support for Reading (MTSS-R). School district leaders and implementation researchers will come together to share

https://journals.sagepub.com/doi/full/10.1177/1086296X19833297
This particular review focused on a subset of articles identified through CITE-ITEL—preparing preservice teachers about reading processes. ... Martinussen R., Ferrari J., Aitken M., Willows D. (2015). Pre-service teachers' knowledge of phonemic awareness: Relationship to perceived knowledge, self-efficacy beliefs, and exposure to a

https://journals.sagepub.com/doi/pdf/10.1177/1086296X19833297
Far from resolved, the question of what matters in teaching reading processes is still highly contested. These conflicting positions provide differing implications for reading teacher prep- ... fied through CITE-ITEL—preparing preservice teachers about reading processes. At the onset of this review, there were 38 articles coded within the

https://www.aft.org/news/strategies-and-resources-support-classroom-reading-instruction
To emphasize the point, Weaver quickly surveyed attendees; of the 40-plus K-12 and higher educators in the room, none had learned about reading instruction in their pre-service or college experiences. Weaver led an expert panel discussing current challenges facing educators when teaching reading.

https://www.thereadingleague.org/compass/educator-preparation-programs/
The majority of educator preparation programs have been preparing pre-service teachers using a Balanced Literacy framework. This framework emphasizes student choice and implicit learning to encourage an early love for reading and writing with the belief this will lead students to successful literacy outcomes.

https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3226&context=reading_horizons
Human Development, 2010). Pre-service teachers must be equipped with a solid understanding of best practice literacy instruction that is based on research and theory. Pre-service teachers can learn to implement effective literacy instruction based on knowledge gained from their teacher preparation programs (Fazio, 2000).

https://improvingliteracy.org/video/state-science-reading-supporting-students-reading-disabilities/index.html
Preparing Pre-service Candidates to Teach Reading Reading the Room Discussion Series This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19.

https://www.nctq.org/review/standard/Reading-Foundations
By regularly reviewing the reading coursework provided by over 700 elementary teacher preparation programs, the National Council on Teacher Quality seeks basic evidence that programs are using what is empirically known about how to teach reading—so every child can learn to read. NCTQ Teacher Prep Review: Reading Foundations 2023.

https://www.researchgate.net/publication/339733554_Engaging_Pre-Service_Teachers_in_Read_Alouds
the general practice of reading a text aloud to students for instructional purposes. Whereas reading aloud is the action, read-alouds is the activity meant to describe reading. aloud as a

https://hbr.org/2018/05/tips-for-reading-the-room-before-a-meeting-or-presentation
The best way to take the temperature of a room is to pay attention to the people in it. Note who's next to whom, who's relaxed, who's not, who's standing, and who's sitting. Look at

https://edtrust.org/the-equity-line/teachers-need-to-learn-how-to-teach-reading-effectively/
Learning to teach reading effectively takes lots of work, planning, and preparation from state leaders, policymakers, and teacher prep programs. But taking those necessary steps will lead to a country whose students can learn to read well. Rob Noble is the Chief of Teacher Preparation at NCTQ. Early literacy in grade school begins with

https://www.sciencedirect.com/science/article/pii/S0742051X09002248
Teacher candidates were asked to report how much time they spent each day for course-related readings and readings for fun. As can be seen in Table 2, 31.1% of the subjects spent 31-60 min for their daily readings.Second most frequently, 23.2% of the pre-service teachers left 61-90 min for reading.

https://www.readby4th.org/systems/growing-evidence-based-practices-in-teacher-preparation-programs
Through the collective impact work of Philadelphia's Read by 4th (Rb4) partners, a small but growing number of universities that prepare elementary teachers, have embedded the science of reading (SoR) in their teacher preparation coursework. The term "The Science of Reading. " represents "the accumulated knowledge about reading, reading

https://www.modelteaching.com/education-articles/teaching-strategies/pre-reading-strategies-setting-the-stage-for-successful-reading
The goal is for students to eventually make a habit of these practices, so that they become a natural part of their reading life. Step One: Previewing the Text. For our youngest readers, from pre-kindergarten through first grade, previewing the text often begins with looking at the cover of the book. Share with students, or have them point out

https://improvingliteracy.org/video/shining-glaring-light-educational-inequities-reading/index.html
Preparing Pre-service Candidates to Teach Reading Reading the Room Discussion Series This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19.

https://pedagogue.app/classroom-reading-corner-ideas-that-improve-student-literacy-teacher-tested-tips/
Here are some teacher-tested tips for setting up a classroom reading corner that can help improve student literacy: 1. Cozy and Inviting Atmosphere: Comfort is key when it comes to encouraging children to spend time reading. Add soft furnishings like bean bags, cushions, or a small couch to make the area welcoming. 2.

https://www.improvingliteracy.org/videos/index.html
Preparing Pre-service Candidates to Teach Reading Reading the Room Discussion Series This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19.

https://www.gapsc.com/EducatorPreparation/Resources/Downloads/GaPSC%20Foundations%20of%20Reading%20Implementation%20Guide%20for%20EPPs%20v1.2%20July%202023.pdf
and skills to teach reading using scientific reading instruction and ensure Georgia students can accurately decode and fully comprehend grade-level text by third grade and beyond. Other programs impacted by Rule 505-3-.03 include Leadership (L) and Service (S) fields that prepare individuals to support teachers.

https://www.improvingliteracy.org/video/how-implement-and-strengthen-your-multi-tiered-systems-support-reading/index.html
Preparing Pre-service Candidates to Teach Reading Reading the Room Discussion Series This Reading the Room panel will discuss preparing pre-service candidates to use evidence-based methods to teach reading, especially after the instructional disruptions caused by COVID-19.