Expanding Preservice Teachers' Knowledge of the English Language: Recommendations for Teacher Educators

Abstract

For many striving readers in the early grades (Grades K–3), difficulty learning to read manifests at the word level. As a result, such readers are likely to need explicit instruction in the structure of the English language, also referred to as basic language concepts (i.e., concepts and skills related to phonology, phonics, morphology). However, researchers have found that preservice and in-service teachers generally lack knowledge about and skills related to these concepts. Thus, the purpose of this article is to provide recommendations for teacher educators in both general and special education preparation programs to support preservice teachers' learning and application of basic language concepts.

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