Experiential Learning Provided to Preservice Teachers in Reading Assessment and Instruction

Alexandra Taylor; Winn Crenshaw Wheeler

Experiential Learning Provided to Preservice Teachers in Reading Assessment and Instruction

Abstract

Being literate in reading assessments is critical for teachers because it allows them to identify student needs, make data-based instructional decisions such as designing intervention and tailoring instruction based on need, and continuously monitor progress. Translated to educator preparation programs, it is extremely important that preservice teachers (PSTs) have ample opportunities to engage in this work through experiential learning, a process which can be achieved through strong university-school partnerships. A qualitative case study conducted from 2023-2024 explored 38 PSTs understanding of reading assessments. The data analysis consisted of open and pattern coding. The key themes highlighted the experience of the student being assessed, the process of assessment administration, the influence of the teacher administering the assessment, the value of the assessment for PSTs and for those in the field, and the increased development and content pedagogical knowledge. The main findings of this study indicate that school-university partnerships that provide PSTs with direct experience administering, scoring, and analysing reading assessments within educator preparation programs are instrumental in developing both assessment literacy and professional confidence. Implications of practice, limitations to the research study, and suggestions for future research are provided.

Keywords

References

Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter Effect in the preparation of reading teachers. Scientific Studies of Reading, 16(6), 526–536. https://doi.org/10.1080/10888438.2011.601434
Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51(1), 97–120. https://doi.org/10.1007/s11881-001-0007-0
Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. National Academy Press.
Brownell, M. T., Hirsch, E., & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages: What should policymakers consider? The Journal of Special Education, 38(1), 56-61. https://doi.org/10.1177/00224669040380010501
Burroughs, G., Lewis, A., Battey, D., & Curran, M., Hyland, N., & Ryan, S. (2019). From mediated fieldwork to co-constructed Partnerships: A framework for guiding and reflecting on p-12 school–university partnerships. Journal of Teacher Education, 71(1), 122-134. https://doi.org/10.1177/0022487119858992
Burton, S.L. & Greher, G.R. (2007). School-university partnerships: What do we know and why do they matter? Arts Education Policy Review, 109(1), 13-24. https://doi.org/10.3200/AEPR.109.1.13-24
Council for the Accreditation of Educator Preparation. (2022). CAEP standards for initial-level programs. http://caepnet.org/standards/2022-itp/introduction
Council of Chief State School Officers. (2011). InTASC model core teaching standards: A resource for state dialogue. https://ccsso.org/sites/default/files/2017-12/2011_InTASC_Model_Core_Teaching_Standards_0.pdf

Creswell, J. (2013). Qualitative inquiry and research design: Choosing among five approaches, (3rd ed.). SAGE.
Dewey, J. (1938). Experience and education. Free Press.
Ehri, L. C. (2022). What teachers need to know and do to teach letter–sounds, phonemic awareness, word reading, and phonics. The Reading Teacher, 76(1), 53–61. https://doi.org/10.1002/trtr.2095
EL Education. (2016). Benchmark assessment: Phonological awareness. Grades K-2: Reading Foundations Skills Block: Resource Manual. EL Education Publishing.
Fees, J., Perchiniak, E. & Silver, A.B. (2026). Integrating experiential learning into course curricula through faculty professional development: A case study. Experiential Learning & Teaching in Higher Education, 9(1), 6-23. https://doi.org/10.46787/elthe.v9.3785
Goodlad, J.I. (1991). School-university partnerships: Fundamental concepts. School of Education Review, 3(2), 36-42.
Goldman, S. E. & Vander Hart, N. (2023). The impact of a school-university partnership model on preservice teacher outcomes: Developing future special educators. Exceptionality, 31(5), 379-394. https://doi.org/10.1080/09362835.2023.2203929
Hanford, E. (2018, October 26). Why are we still teaching reading the wrong way. The New York Times. https://www.nytimes.com/2018/10/26/opinion/sunday/phonics-teaching-reading-wrong-way.html
Hanford, E. (2019, August 22). At a loss for words: What’s wrong with how schools teach reading? American Public Media Reports. https://www.apmreports.org/episode/2023/03/30/rerelease-at-a-loss-for-words
Hanford, E. (Host). (2022-2023). Sold a story [Audio podcast]. APM Reports. https://www.apmreports.org/features/sold-a-story
Hudson, A. K., Moore, K. A., Han, B., Wee Koh, P., Binks-Cantrell, E., & Malatesha Joshi, R. (2021). Elementary teachers’ knowledge of foundational literacy skills: A critical piece of the puzzle in the science of reading. Reading Research Quarterly, 56, S287-S315. https://doi.org/10.1002/rrq.408
International Literacy Association. (2017). Standards for the preparation of literacy professionals. International Literacy Association.
Kentucky Department of Education. (2025, November 11). Early literacy: Kentucky Read to Succeed. https://www.education.ky.gov/curriculum/EarlyLiteracy/Pages/default.aspx
Kentucky General Assembly. (2022). Senate Bill 9: Read to Succeed Act. https://apps.legislature.ky.gov/recorddocuments/bill/22RS/sb9/bill.pdf
Kilpatrick, D. (2024, January). Instructions for phonological awareness screening test (PAST). Equipped for Reading Success. https://thepasttest.com/
Kim, G.Y., Tuck, K.N., & Kurth, J.A. (2025). Collaborative partnerships during fieldwork experiences to promote evidence-based practices. Early Childhood Education Journal, 53(6), 2151–2159. https://doi.org/10.1007/s10643-024-01692-y
Kolb, A.Y. & Kolb, D.A. (2009). The learning way: Meta-cognitive aspects of experiential learning. Simulation & Gaming, 40(3), 297-327. https://doi.org/10.1177/1046878108325713
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Merriam, S. (1998). Qualitative research and case study applications in education (2nd ed.). Jossey-Bass.
Miles, M.B., Huberman, A.A., & Saldana, J. (2020). Qualitative data analysis: A methods sourcebook (4th ed.). SAGE.
Moats, L. (2009). Knowledge foundations for teaching reading and spelling. Reading and Writing, 22(4), 379-399. https://doi.org/10.1007/s11145-009-9162-1
Moats, L. C. (2020). Teaching reading "is" rocket science: What expert teachers of reading should know and be able to do. American Educator, 44(2). https://eric.ed.gov/?id=EJ1260264
Moats, L. & Tolman, C. (2019). LETRS phonics assessment. Language essential for teachers of reading and spelling: Volume 1: Units 1-4. Lexia.
National Council for Teacher Quality. (2023, July). Teacher preparation review: Reading foundations technical report. National Council for Teacher Quality. https://teacherquality.nctq.org/dmsView/Teacher_Prep_Review_Reading_Foundations_Technical_Report
National Reading Panel. (2020). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4754). U.S. Department of Health and Human Services, National Institute of Child Health and Human Development. https://www.nichd.nih.gov/publications/pubs/nrp/Pages/report.aspx
Nierman, G. E., Zeichner, K., & Hobbel, N. (2002). Changing concepts of teacher education. In R. Colwell & C. Richardson (Eds.), The new handbook of research on music teaching and learning (pp. 818–839). Oxford University Press.
Odegard, T. N., Hall, C., & Kloberdanz, K. (2025). Literacy legislation in practice: Implementation, impact, and emerging lessons. Annals of Dyslexia, 75(3), 401–409. https://doi.org/10.1007/s11881-025-00348-9
Ozernov-Palchik, O., Elizee, Z., Catania, F., Hacikamiloglu, M., Shattuck-Hufnagel, S., Petscher, Y., Ghosh, S., & Gabrieli, J. D. E. (2025). (Not so) universal literacy screening: A survey of educators reveals variability in implementation. Annals of Dyslexia, 75(3), 489–523. https://doi.org/10.1007/s11881-025-00342-1
Peak, C. (2025). New reading laws sweep the nation following Sold a Story. American Public Media. https://www.apmreports.org/story/2025/10/16/legislators-reading-laws-sold-a-story
Petrilli, P., Hodge, C., Burns, A., Dantic, J., & Hodge, H. (2019). Clinical practice: Innovative partnership preparing highly effective teachers. School-University Partnerships, 12(2), 87-93. https://eric.ed.gov/?id=EJ1234526
Pittman, R.T., Zhang, S., Binks‐Cantrell, E., Hudson, A., & Joshi, R.M. (2020). Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio‐economic status schools. Dyslexia, 26(2), 200–219. https://doi.org/10.1002/dys.1628
Schmidt, M. (2010). Learning from teaching experience: Dewey’s theory and preservice teachers’ learning. Journal of Research in Music Education, 58(2), 131-146. https://doi.org/10.1177/0022429410368723
Schon, D. A. (1992). The reflective practitioner: How professionals think in action. Routledge.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Sage.
Wiggins, G. & McTighe, J. (2005). Understanding by design. Association for Supervision and Curriculum Development.
Wiggins, G., McTighe, J. (2011). The understanding by design guide to creating high quality units. Association for Supervision and Curriculum Development.

Details

Primary Language

English

Subjects

Teacher Education and Professional Development of Educators

Journal Section

Research Article

Authors

Alexandra Taylor ^*
0000-0003-2723-1274
United States

Winn Crenshaw Wheeler This is me
0009-0000-0647-7481
United States

Publication Date

April 30, 2026

Submission Date

December 16, 2025

Acceptance Date

April 29, 2026

Published in Issue

Year 2026 Volume: 15 Number: 1

IZ

https://izlik.org/JA29NB82TM

Cite

RIS / Bibtex

APA

Taylor, A., & Crenshaw Wheeler, W. (2026). Experiential Learning Provided to Preservice Teachers in Reading Assessment and Instruction. Journal of Teacher Education and Educators, 15(1), 27-49. https://izlik.org/JA29NB82TM