Abstract
Despite training in phonics and phonemic awareness during literacy methods courses, preservice teachers indicate having a limited understanding of how to apply these two critical components of reading in their own classrooms. As preservice teachers enter the classroom, they will need support from principals, literacy professionals, and colleagues to provide effective instruction in phonics and phonemic awareness. Stacey Bose proposes a three-tiered support system to provide a continuum of professional learning as preservice teachers transition from the university to the classroom.
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