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.