This study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring©. The results were reported in summary tables and an analysis of the data was conducted on the extent to which each science of reading component and science of learning principle were labeled explicitly, indirectly stated, or not present in syllabi and textbooks. Data showed that the science of reading instruction components were addressed in undergraduate elementary education reading courses and the five selected science of learning principles were not. These findings may inform elementary teacher preparation faculty in textbook selection and course syllabi development who are interested in assisting teacher candidates to adopt teaching practices consistent with how children learn.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Camara, Jessica, "An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida" (2019). Electronic Theses and Dissertations. 6410.
Restricted to the UCF community until May 2024; it will then be open access.