There’s been a lot of talk recently about the reading crisis in U.S. schools. Careful reporting has pinpointed a common problem: Many newly-trained and veteran teachers are not aware of the latest research on early reading instruction or comprehension. In 2016, NCTQ reviewed the syllabi of 820 teacher preparation programs across the country and found that only 39 percent of programs were teaching the basics of effective reading instruction. Four years later that number of programs has risen to 51 percent. While this signals a positive trend in adopting evidence-informed reading instruction, the fact remains that 49 percent of incoming teachers do not have the tools to effectively teach reading.
After examining our experiences at two well-known teacher training programs in Minnesota and looking at what we were—and were not—taught about the basics of literacy, we have come to the same conclusion: We were not prepared for the responsibility of the job. This failure to prepare teachers, we believe, should be a red flag for the current system in place for how we train and place teachers into classrooms.