Australian preservice teachers and early reading instruction

Abstract

ABSTRACT University websites and internet search engines were used to locate information about literacy units addressing early reading instruction offered in Australian primary and early childhood teacher preparation programs. Data concerning course organizational details, the content of literacy units, and the qualifications and research interests of unit coordinators were collected for 40 Australian tertiary institutions. Results indicate that references to early reading content in unit descriptions were generally included with other literacy subject matter, the total tuition time available for early reading instruction was limited, and many unit coordinators did not have expertise in early reading. In addition, it would appear that essential research-based content such as phonics, phonemic awareness, and the alphabetic principle may not be adequately addressed in many units. An amendment to Standard 2.5 of the guidelines set out in the Australian Professional Standards for Teachers may assist in resolving some of these issues.