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Abstract This study seeks to understand the elements and manner of writing methods instruction (WMI) provided in elementary and special education teacher preparation program (TPP) courses at institutions of higher education across eight states. TPPs were selected based upon three criteria: (1) low, middle, or high performance on English language arts Common Core State Standards-aligned assessments; (2) geographic location across four quadrants of the United States; and (3) state literacy policies and whether teacher certification exams required elementary or special education teachers to demonstrate knowledge of science of reading (SOR) elements. A mixed methods design included analyses of TPP survey responses and syllabi provided by the program respondents. Research questions sought to understand which courses in elementary and special education programs included WMI across the selected states, how this instruction was reflected in course syllabi, and whether there were differences among programs located in states based on student outcomes and policy. Data were analyzed using descriptive statistics and nonparametric analyses were conducted to compare group differences based on mean ranks. Findings showed TPPs are embedding WMI in literacy coursework, particularly in states with SOR-aligned polices, although a lack of standalone courses still exists. Elements such as spelling and writing process are commonly covered, and there are significant inconsistencies in strategy instruction coverage. Gaps between practices reported in survey responses and syllabi content exist. Ultimately, while promising trends in WMI were noted, TPPs must address the existing gaps to ensure that future educators are fully equipped to provide comprehensive writing instruction.
Brehmer et al. (Wed,) studied this question.