A major challenge of today's standards-based assessment movement targets the need to address and improve the achievement of struggling readers. As teacher education programs must prepare content teachers to address the challenges of teaching students who lack reading skills, we need to prepare out pre-service teachers to help students make meaning while reading any text. To accomplish such a goal, comprehension instruction must be explicit, direct, and effective. As VanDeWeghe (2004b) notes, even though students may still need development as readers at the secondary level, there may be confusion surrounding where reading instruction is addressed in the secondary curriculum. After talking with our cooperating teachers and tracking student teaching performances of our secondary English candidates, we believed that our pre-service teachers needed more effective preparation. To present important content conceptualizations, we realized our pre-service teachers must explicitly teach and use comprehension strategies with multiple texts at varying levels of difficulty. The purpose of this paper is to discuss the pilot of Gettysburg College's redesign and implementation of a reading apprenticeship model developed in collaboration with two practicing secondary English teachers. After field testing at the secondary level, the model was transported to the college level for preparing secondary English pre-service teachers. [excerpt]
This is the publisher's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
Stebick, Divonna, Diana J. Pool, and Jonelle Pool. "A Reading Apprenticeship Model for Improving Literacy: A Pre-service Teacher Case Study." Pennsylvania Reads: Journal of the Keystone State Reading, 2007.
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