A Content and Thematic Analysis of Foundational Reading Courses in Minnesota’s Teacher Preparation Programs

Abstract

Due to the life-altering effects reading ability has on one’s life, the public, government, and educators have a vested interest in understanding how reading acquisition occurs and is most effectively taught. The body of research termed the ‘science of reading’ shows that at least 92 percent of children can read at grade level when given scientifically based reading instruction (Foorman et al., 1998; Mathes & Denton, 2002; Mathes et al., 2005); yet, consistently, over 30 percent of Minnesota’s students do not reach the “basic” level of reading as indicated by the Minnesota Comprehensive Assessments in Reading (MDE, 2022). While standardized test scores do not provide a holistic picture of students’ academic success, they do serve as an indicator of reading progress. This study aimed to understand how teachers in Minnesota are prepared to teach reading by institutions of higher education. Through a content and thematic analysis of syllabi from reading courses from 29 institutions in Minnesota, this study determined trends in textbook choices, assignments, and key course content topics. Results revealed areas of strength and growth across Minnesota teacher preparation in foundational reading. Areas of strength included topics such as differentiation, diversity in children’s literature and curricular materials, and inclusion of characteristics of dyslexia. Areas for growth included understanding and teaching reading acquisition models, increasing teacher candidates’ opportunities to apply the major components of reading in field placement settings, and selecting exemplary textbooks. The intention of this study was to provide concrete data to those working to retain the strengths of content in foundational reading courses in Minnesota while increasing the course content that aligns with the scientifically based knowledge of reading acquisition.