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<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US">Hi Tom<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US">Thank you for this posting.
<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US">I have deep respect for your research and perspectives on adult literacy, but I do not share your views on elementary reading instruction and how best we might improve it.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US">As a number of NCTE reports and other reviewers have pointed out (see references below), NCTQ is an advocacy group, not a research institution, and in its highly selective research
reviews it has consistently ignored the scholarly research of dozens of Reading Hall of Fame members, and presented ‘findings’ that unsurprisingly support a very shallow and selective perspective on literacy development.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US">As I argued some years ago (2006), and as NCTE have kindly noted, much of the public discourse surrounding literacy research in the USA is filtered through the lens of ‘necessary
illusions’, one of which is that teacher education is fundamentally flawed, and needs to be radically overhauled (or even abandoned). Personally, and as someone who has visited many schools, and taught at two universities in the USA, and who has been a reading
researcher now for 50 years, I would argue that at least four of the NCTQ ‘National findings’ that you cite (1, 2, 3 and 5) are hopelessly inaccurate, and would not be sustained by a more thorough and less selective research review.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US">Respectfully,<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US">Colin<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">Benner, S. M. (2012). Quality in student teaching: Flawed research leads to unsound recommendations. <i>Retrieved from National Education Policy Center website:
<a href="http://nepc">http://nepc</a>. colorado. edu/thinktank/review-student-teaching</i>.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">Burke, K. J., & DeLeon, A. (2020). Wooden dolls and disarray: rethinking United States’ teacher education to the side of quantification. <i>Critical Studies in
Education</i>, <i>61</i>(4), 480-495.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">Cochran-Smith, M., Stern, R., Sánchez, J. G., Miller, A., Keefe, E. S., Fernández, M. B., ... & Baker, M. (2016). Holding Teacher Preparation Accountable: A Review
of Claims and Evidence. <i>National Education Policy Center</i>.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">Dudley-Marling, C., Stevens, L. P., & Gurn, A. (2011). A critical policy analysis and response to the report of the National Council on Teacher Quality (NCTQ). <i>Retrieved
December</i>, <i>5</i>.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">Fuller, E. J. (2014). Shaky methods, shaky motives: A critique of the National Council of Teacher Quality’s review of teacher preparation programs. <i>Journal of
Teacher Education</i>, <i>65</i>(1), 63-77.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">Harrison, C. (2006). Sustaining myths, necessary illusions, and national literacy policies: Some US and UK comparisons. <i>The Elementary School Journal</i>, <i>107</i>(1),
121-131.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">Hoffman, J. V., Hikida, M., & Sailors, M. (2020). Contesting science that silences: Amplifying equity, agency, and design research in literacy teacher preparation. <i>Reading
Research Quarterly</i>, <i>55</i>, S255-S266.<o:p></o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white"><o:p> </o:p></span></p>
<p class="MsoNormal"><span style="font-family:"Arial",sans-serif;color:#222222;background:white">University of Kentucky (2012). University of Kentucky Response to the Teacher Preparation Review by the National Council for Teacher Quality (NCTQ) November 30,
2012.</span><b><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p></o:p></span></b></p>
<p class="MsoNormal"><span style="font-size:11.0pt;mso-fareast-language:EN-US"><o:p> </o:p></span></p>
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<p class="MsoNormal" style="margin-bottom:12.0pt"><b><span style="font-size:12.0pt;color:black">From:
</span></b><span style="font-size:12.0pt;color:black">Reading-hall-of-fame <reading-hall-of-fame-bounces@lists.nottingham.ac.uk> on behalf of Thomas Sticht <tgsticht@gmail.com><br>
<b>Date: </b>Tuesday, 4 July 2023 at 19:06<br>
<b>To: </b>reading hall of fame <Reading-hall-of-fame@lists.nottingham.ac.uk><br>
<b>Subject: </b>[Reading-hall-of-fame] Teacher Prep for Teaching Reading<o:p></o:p></span></p>
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<div>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%"> Colleagues: Here is a reference to a new report about “Teacher Prep Review: Strengthening Elementary Reading Instruction”. Though I have focused
my work primarily on adult literacy education this report calls for better reading instruction in the early grades so that there will not be many adults needing literacy instruction.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">The report presents 6 National findings:
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%"> • Finding 1: Only 25% of programs adequately address all five core components of reading instruction
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">• Finding 2: Phonemic awareness receives the least attention across programs
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">• Finding 3: Nearly one-third of programs do not provide any practice opportunities connected to the core components of reading
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">• Finding 4: With strong state policies, effective implementation, and accountability, states can improve the quality of teacher preparation in
reading <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">• Finding 5: Programs provide little preparation in teaching reading to English learners, struggling readers, and speakers of English language
varieties <o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">• Finding 6: Distribution of program grades in 2023
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">It gives Recommendations for actions to improve readin instruction:
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%"> • Actions for teacher preparation programs<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%"> • Actions for state leaders
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">• Actions for school districts<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%"> • Actions for advocates, teachers, and parents Promising practices
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">The citation is:<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">Ellis, C., Holston, S., Drake, G., Putman, H., Swisher, A., & Peske, H. (2023). Teacher Prep Review: Strengthening Elementary Reading Instruction.
Washington, DC: National Council on Teacher Quality.<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">The report is available online at:
<o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><a href="https://www.nctq.org/dmsView/Teacher_Prep_Review_Strengthening_Elementary_Reading_Instruction"><span style="font-size:11.0pt;line-height:115%">https://www.nctq.org/dmsView/Teacher_Prep_Review_Strengthening_Elementary_Reading_Instruction</span></a><span style="font-size:11.0pt;line-height:115%"><o:p></o:p></span></p>
<p class="MsoNormal" style="margin-bottom:10.0pt;line-height:115%"><span style="font-size:11.0pt;line-height:115%">Tom Sticht<o:p></o:p></span></p>
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