It is reasonable to assume that today's college literacy instruction addresses a variety of strategies for classroom reading instruction with preservice teachers. This paper describes the classroom practices of 92 K-12 beginning teachers with five or fewer years of teaching experience. We surveyed these 92 teachers relative to their knowledge of, use of, and interest in learning content reading strategies; their sources of information regarding reading strategies, and their confidences and concerils about preparing lessons.
Spor, M. W., & Schneider, B. K. (2001). A Quantitative Description of the Content Reading Practices of Beginning Teachers. Reading Horizons: A Journal of Literacy and Language Arts, 41 (4). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol41/iss4/4