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An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida

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Date Issued:
2019
Abstract/Description:
This study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the data was conducted on the extent to which each science of reading component and science of learning principle were labeled explicitly, indirectly stated, or not present in syllabi and textbooks. Data showed that the science of reading instruction components were addressed in undergraduate elementary education reading courses and the five selected science of learning principles were not. These findings may inform elementary teacher preparation faculty in textbook selection and course syllabi development who are interested in assisting teacher candidates to adopt teaching practices consistent with how children learn.
Title: An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida.
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Name(s): Camara, Jessica, Author
Taylor, Rosemarye, Committee Chair
Ceballos, Marjorie, Committee Member
Doherty, Walter, Committee Member
Gordon, William, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the data was conducted on the extent to which each science of reading component and science of learning principle were labeled explicitly, indirectly stated, or not present in syllabi and textbooks. Data showed that the science of reading instruction components were addressed in undergraduate elementary education reading courses and the five selected science of learning principles were not. These findings may inform elementary teacher preparation faculty in textbook selection and course syllabi development who are interested in assisting teacher candidates to adopt teaching practices consistent with how children learn.
Identifier: CFE0007437 (IID), ucf:52716 (fedora)
Note(s): 2019-05-01
Ed.D.
Community Innovation and Education, Educational Leadership and Higher Education
Doctoral
This record was generated from author submitted information.
Subject(s): science of learning principles
learning sciences
reading sciences
science of reading instruction
teacher preparation
reading and learning sciences
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007437
Restrictions on Access: campus 2024-05-15
Host Institution: UCF

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