Abstract
ABSTRACT The Science of Teaching Reading (STR) has burgeoned nationally and changed the requirements for Texas Teacher Education Programs (TEPs), causing researchers to fear that the focus on foundational skills will limit attention given to writing, and the reading-writing relationship in particular. The present content analysis investigates literacy course descriptions and syllabi in Texas TEPs to see how they are adjusting to new state requirements centered on STR. This study seeks to understand the degree to which TEPs are preparing PSTs to teach writing and emphasizing the reading-writing relationship. Although the focus is Texas, the implications can provide TEPs in other states with valuable information on repositioning their coursework in response to STR.
Published Version
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