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Journal of Learning Disabilities
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Do Textbooks Used in University Reading Education Courses Conform to the Instructional Recommendations of the National Reading Panel?

R. Malatesha Joshi

Texas A&M University

Emily Binks

University of Hull

Lori Graham

Texas A&M University

Emily Ocker-Dean

McMurry University

Dennie L. Smith

Texas A&M University

Regina Boulware-Gooden

Neuhaus Education Center

Two reasons may be responsible for the poor grasp of the linguistic concepts related to literacy acquisition by preservice and in-service teachers: a lack of attention given to such concepts by teacher educators (college faculty members) and a lack of relevant information provided in the textbooks used in college courses. In an earlier study, the authors found that many teacher educators involved in the training of preservice and in-service teachers were not well acquainted with these concepts. In this study, the authors examined the extent to which textbooks used in reading education courses contain the information about the five components of literacy instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension) recommended by the National Reading Panel. Such scrutiny shows that many textbooks do not adequately cover these five components and the related instructional procedures for teaching them. In addition to the paucity of information about teaching the five components, some textbooks present inaccurate information.

Key Words: National Reading Panel • reading education textbooks • teacher education

This version was published on September 1, 2009

Journal of Learning Disabilities, Vol. 42, No. 5, 458-463 (2009)
DOI: 10.1177/0022219409338739
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