This session presents a study exploring academic achievement, self-reported early reading and math experiences, and reading volume in 100 teacher candidates after a state law eliminated the basic skills test requirements for educators. Results raise concerns about the ability of some teacher candidates to implement research-based recommendations for reading, writing, and math instruction. Implications for teacher education policy and students with dyslexia are discussed.
TEACHING/INSTRUCTION/INTERVENTION: Examine critical issues regarding the involvement of teachers in the implementation of Response to Intervention (RTI).
TEACHING/INSTRUCTION/INTERVENTION: Examine the conditions under which teachers can learn and apply understandings of language and literacy to more effective instruction of “at risk” students.
Disclosure: Louise Spear-Swerling and Yan Wei have no relevant financial or nonfinancial relationships to disclose.
Vice President, Board of Directors Professor, Special Education and Reading,
Center for Effective Reading Instruction, Southern Connecticut State University
Department of Special Education, Southern Connecticut State University
- ASHA CEU
- Clock Hours
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