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HUNTINGTON, W.V. —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 awarenessphonicsfluencyvocabulary

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.

or preparing future teachers in reading

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