Abstract
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The Science of Teaching Reading (STR) has received increasing attention as states continue to pass educational policy initiatives grounded in STR research. One major change resulting from STR policies is the heavy focus on the systematic instruction of phonics. Texas in particular has seen sweeping changes to their preservice teacher (PST) certification requirements, resulting in teacher education programs (TEPs) having to adjust their literacy preparation coursework in response to these changes. This shift leaves questions surrounding the potential displacement of other literacy practices in TEPs, such as the use of children’s literature. Standalone children’s literature courses have been a staple in TEPs historically; however, these courses have been slowly eliminated in other states as STR policies are adopted. Therefore, the present study uses content analysis methodology to understand how children’s literature is positioned alongside the newly adopted STR policies in Texas. Through the examination of course descriptions and syllabi of literacy coursework, this content analysis seeks to determine the number of TEPs maintaining a standalone children’s literature course and the primary focus of these courses. Additionally, the current study investigates how children’s literature is being positioned in other literacy coursework to teach STR principles. The implications can provide TEPs as well as teacher educators insight on the repositioning of children’s literature within coursework, as children’s literature can serve a valuable role in the teaching of reading.
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Recommended Citation
Holtz, Emily and Moody, Stephanie
(2024)
"The role of literature in science: How the science of teaching reading has changed children’s literature in preservice teacher coursework,"
Journal on Empowering Teaching Excellence: Vol. 8:
Iss.
1, Article 3.
Available at:
https://digitalcommons.usu.edu/jete/vol8/iss1/3
