The undergraduate teacher preparation program at Marshall University has been recognized by the National Council on Teacher Quality (NCTQ) for its rigorous preparation of future teachers in how to teach reading, earning an “A” grade in NCTQ’s new report, Teacher Prep Review: Strengthening Elementary Reading Instruction.
“Success in reading leads to success in all other subject areas,” said Dr. Teresa Eagle, dean of Marshall’s College of Education and Professional Development. “By using proven methods of teaching reading, we can train teachers that will lead their students well in all subject areas.”
The program is among just 23% nationwide and three in West Virginia to earn an “A” from NCTQ for meeting standards set by literacy experts for coverage of the most effective methods of reading instruction—often called the “science of reading.”
National data show that more than one-third of fourth-grade students—over 1.3 million children—cannot read at a basic level. By preparing teachers in the methods that research has shown to work best, we can change these devastating results.
To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments, and opportunities to practice instruction in required literacy courses for undergraduate elementary teacher candidates at Marshall University. To earn an “A,” programs needed to meet NCTQ’s targets for coverage of the five core components of scientifically based reading instruction—phonemic awareness, phonics, fluency, vocabulary and comprehension—and not teach more than three instructional methods that are unsupported by the research on effective reading instruction.
While some portion of children will learn to read naturally, over five decades of research have established the components of explicit, scientifically based reading instruction that help most students become successful readers. Research suggests that over 90% of children could learn to read if their teachers used instructional methods grounded in the science of reading.
The new NCTQ analysis of teacher preparation programs’ coverage of the science of reading was developed over the course of two years, involving teams of literacy experts, researchers, teacher preparation leaders, and educators. NCTQ evaluated 693 traditional undergraduate and graduate programs across the country, including 10 in West Virginia. Overall, just 112 programs earned an A and 48 earned an A+.
See the NCTQ report for more information about Marshall University’s coverage of the science of reading and to see how Marshall University compares to other programs in West Virginia or across the country.
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About NCTQ
The National Council on Teacher Quality: NCTQ is a nonpartisan research and policy organization on a mission to ensure every child has access to an effective teacher and every teacher has the opportunity to be effective. We believe a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities. Fore more information about NCTQ, visit www.nctq.org.