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Preparing K-12 Teacher Candidates to Teach Reading Comprehension: A Targeted Review of Quantitative Studies

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Title: Preparing K-12 Teacher Candidates to Teach Reading Comprehension: A Targeted Review of Quantitative Studies
Language: English
Authors: Anna J. McFadden, Jake Downs, Kyrsten E. Lund, Alycia Cole, Cherish Sarmiento
Source: Educational Research: Theory and Practice. 2026 37(1):36-44.
Availability: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: Preservice Teachers, Reading Comprehension, Reading Instruction, Educational Research, Teacher Education Programs, Preservice Teacher Education, Knowledge Base for Teaching, Elementary Secondary Education
ISSN: 2637-8965
Abstract: This targeted review of the literature analyzes quantitative studies (2001-2025) on how K-12 teacher preparation programs equip pre-service teachers to teach reading comprehension. Findings emphasize the importance of explicit strategy instruction, reflective practice, and embedded field experiences to improve comprehension instruction while balancing technical and pedagogical knowledge.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505562
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Preparing K-12 Teacher Candidates to Teach Reading Comprehension: A Targeted Review of Quantitative Studies
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  Data: Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
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  Data: This targeted review of the literature analyzes quantitative studies (2001-2025) on how K-12 teacher preparation programs equip pre-service teachers to teach reading comprehension. Findings emphasize the importance of explicit strategy instruction, reflective practice, and embedded field experiences to improve comprehension instruction while balancing technical and pedagogical knowledge.
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      – SubjectFull: Elementary Secondary Education
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