2018 Reading, Literacy & Learning Virtual Conference

F21 - A Study of Teacher Candidates’ Achievement, Early Reading and Math Experiences, and Reading Volume

Oct 26, 2018 3:15pm ‐ Oct 26, 2018 4:15pm

Credits: None available.

Standard: $20.00


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.

Learning Objectives:

  • 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.


  • Louise Spear-Swerling, Ph.D., Vice President, Board of Directors Professor, Special Education and Reading, Center for Effective Reading Instruction, Southern Connecticut State University
  • Yan Wei, Ph.D., Assistant Professor, Department of Special Education, Southern Connecticut State University


  • 0.10 - ASHA CEU
  • 1.00 - Clock Hours

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