Characteristics of undergraduate elementary reading teacher education programs in Pennsylvania's state system of higher education

It is essential that teacher education programs prepare students to be competent teachers in the field of reading and language arts. Currently, there is a great deal of national, state, and local interest in teacher preparation programs, and some people believe that the preparation of elementary reading teachers is inadequate. This study investigated the undergraduate elementary education reading program course requirements and course content at the 14 universities that comprise Pennsylvania's State System of Higher Education. In addition, the study explored the characteristics and background of the instructors who teach the courses. Data were obtained from a review of the required reading and language arts courses at each university and an examination of course syllabi. Additional information was obtained from questionnaires completed by instructors of the reading and language arts courses. Frequency distribution tables summarize the questionnaire responses and course syllabi information. The study includes a description of the reading and language arts course requirements in the undergraduate elementary teacher education programs and course content as it relates to the five essential elements of reading instruction identified by the report of the National Reading Panel. Results of the study reveal: (a) teacher education programs at the state universities include more required reading and language arts courses than at any time in the past; (b) the undergraduate elementary education reading courses are based on current textbooks and the personal knowledge and experience of the instructors; (c) reading teacher educators at the state universities are experienced and highly-qualified; (d) reading teacher educators are strongly influenced by the philosophical and political orientations of the International Reading Association; (e) although reading teacher educators disregard the report of the National Reading Panel, they include the five essential elements of reading instruction as integral components of undergraduate elementary reading methods course content; and (f) state university reading and language arts instructors are reluctant to provide information about the elementary teacher education programs and the required reading and language arts courses. The findings of this study indicate that course requirements and course content are the critical elements of effective teacher preparation programs.