Preparing Preservice Teachers to Embrace Content Area Literacy

Sprague, Marsha M.
April 2014
Reading in Virginia;2014, Vol. 36, p1
Academic Journal
More and more, the focus of improving teacher preparation is on crafting field experiences that better shape the practice of beginning teachers. This article describes a field experience in which all secondary candidates in a graduate teacher preparation program are paired with struggling readers at the middle school level and engage them in a series of literacy diagnostic and remedial lessons. This experience grounds each candidate with a personal knowledge of the challenges faced by many learners as they struggle to comprehend text material, as well as providing specific skills to aid poor readers within the content area. The outcome is that secondary teachers enter the classroom with more commitment to and knowledge about how to teach reading within their content areas.


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