Why it matters
- Teacher knowledge directly impacts student literacy outcomes.
- Many educators report feeling underprepared to teach early reading skills.
- Strong preparation reduces variability in classroom instruction.
What the evidence shows
- Explicit instruction is highly effective but requires training to implement well.
- Coaching and professional development improve instructional quality.
- Both teachers and caregivers can successfully deliver interventions when trained.
Preparation priorities
- Train candidates in:
- Explicit letter-sound instruction
- Concepts of print and shared reading strategies
- Multisensory and play-based enforcement
- Provide practice in:
- Small-group and whole-group instruction
- Progress monitoring and assessment
- Emphasize integration of instruction + play
What to watch for
- Overemphasis on child-led approaches without instructional guidance
- Limited coursework on foundational literacy skills
- Lack of supervised practice in delivering explicit instruction
Equity considerations
- Prepare candidates to support:
- Multilingual learners
- Students with disabilities
- At-risk populations
- Emphasize differentiated instruction and structured supports
Key takeaway
Teacher preparation programs must equip educators with the skills to deliver explicit, systematic, and engaging early literacy instruction grounded in evidence.
The information provided in this summary is based on findings from Evidence-Based Instructional Practices to Support the Development of Print Awareness and Concepts of Print in Preschool-Aged Children: A Systematic Review.
