The Preparation of Preservice Elementary Educators in Understanding and Applying the Terms, Concepts, and Practices Associated with Response to Intervention in Early Reading Contexts

Abstract

The purpose of the present inquiry was to identify how thoroughly degree-granting institutions in our state prepare elementary educators to serve students’ literacy needs from a response to intervention perspective. The first investigator collected syllabi via a Freedom of Information request made to the state's Department of Higher Education, which had gathered syllabi in relation to a separate inquiry. Results indicated that preservice elementary educators are not routinely being prepared to understand key terms, concepts, and practices associated with response to intervention in early reading contexts. Implications for school leaders, district administrators, and higher education faculty are reviewed.

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