Literacy Learning and Teacher Education in the Primary Grades

Authors

  • Dr. Sheryl B. Dasinger Valdosta State University
  • Dr. Sallie Averitt Miller Columbus State University
  • Dr. Beth Pendergraft Augusta State University

DOI:

https://doi.org/10.56887/galiteracy.90

Keywords:

teacher education, literacy proficiency, reading instruction, reading achievement

Abstract

Teacher educators in Georgia are concerned about preparing teachers who can help children attain high levels of proficiency in literacy. As a result, representative teacher educators from public and private institutions that prepare teachers came together in the summer of 2006 to look at our state data. We used the data as a springboard to develop our consensus values and beliefs to support pre-service and in-service teachers in educating students in grades Pre-kindergarten through 3rd grade. In the following sections we will describe those critical conversations, our beliefs concerning a core body of knowledge that all reading teachers should know, and how we are working to improve reading instruction to impact student reading achievement in Georgia.

Author Biographies

  • Dr. Sheryl B. Dasinger, Valdosta State University

    Dr. Sheryl B. Dasinger ([email protected]) is an Associate Professor of Reading Education at Valdosta State University. 

  • Dr. Sallie Averitt Miller, Columbus State University

    Dr. Sallie Averitt Miller ([email protected]) is an Assistant Dean, Professor, and Coordinator of the Graduate Reading Endorsement Program at Columbus State University. 

  • Dr. Beth Pendergraft, Augusta State University

    Dr. Beth Pendergraft ([email protected]) is an Assistant Professor of Early Childhood Education at Augusta State University. 

Literacy Learning and Teacher Education in the Primary Grades

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Published

10/30/2007

Issue

Section

Research and Practitioner Articles

How to Cite

Dasinger, S. B., Miller, S. A., & Pendergraft, B. (2007). Literacy Learning and Teacher Education in the Primary Grades. Georgia Journal of Literacy, 30(2), 14-19. https://doi.org/10.56887/galiteracy.90

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