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This study explores the transformation of pre-service teachers in their attainment of effective teaching skills. Pre-service teachers learn about the learning-to-read process and implementations of component skills of teaching reading within the practicum. More importantly, pre-service teachers achieve a meaningful understanding of the declarative, procedural and strategic knowledge of working with struggling readers as well as the merits, utilities and appropriate applications of important literacy skills. Through reflecting, rehearsing, and revising teaching/learning practices, pre-service teachers are able to augment scripted Direct Instruction curriculum to improve student reading performance, and further generate meaningful learning gains that promote sustainability for themselves and their students.


Originally published in Journal of Education and Training Studies, 4(8), 93-98.

DOI :10.11114/jets.v4i8.1538

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