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ScholarWorks > Education > Special Ed & Literacy > Reading Horizons > Vol. 65 > Iss. 1 ()

 

Publication Date

4-2026

Abstract

Teachers’ knowledge of and ability to use reading assessments and assessment data to inform instruction has long been recognized as a core teaching competency. Data-based decision making (DBDM) is a process by which educators examine assessment data to identify student strengths and needs and apply those findings to their practice. DBDM has been linked to student achievement/engagement and positive teacher self-efficacy. However, DBDM, specifically in reading, is a complex process for teachers. Preservice teacher preparation has been deemed a space for the introduction of DBDM in reading. However, few studies have explored how targeted instruction in reading-related DBDM may impact K–5 preservice teachers (PSTs’) knowledge, skill, and beliefs. In the present study, 42 PSTs’ DBDM knowledge, skill, and beliefs were assessed before and after a course focused on K–5 reading assessment and related fieldwork using knowledge application questions that required PSTs to score, analyze, and interpret informal reading assessments to identify students’ strengths/needs and instructional implications. Paired samples t-tests revealed significant changes in application scores from pre- to posttest and significantly higher posttest belief ratings. Further analysis of application responses revealed a shift from using less formal to more formal terms from pre- to posttest when engaging in DBDM to identify student reading strengths/needs. Findings highlight the impact that coursework/related fieldwork may have on PSTs’ reading-related DBDM knowledge and practices.

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