Investigating Pre-Service Teachers’ Readiness for Early Reading Instruction: A Mixed Methods Study of Quantified Knowledge in Phonemic Awareness and Lived Experiences

Author

• Kristin Morgan, The University of Texas Rio Grande Valley

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Karin Lewis

Second Advisor

Paul Sale

Third Advisor

Seokmin Kang

Abstract

This dissertation examines the lived experiences of pre-service teachers as they develop their knowledge and instruction skills during a three-week module within their first literacy course in a teacher preparation program. Literacy courses play an important role in equipping pre-service teachers with the knowledge and skills necessary to promote reading development. Research suggests that phonemic awareness is a crucial skill that predicts later reading achievement; however, many teachers lack the necessary experience and knowledge. This gap raises concerns about teacher preparation programs and how pre-service teachers learn. Guided by Vygotsky’s sociocultural theory, this sequential explanatory mixed-methods study sought to understand how pre-service teachers acquire and apply knowledge during a three-week phonemic awareness module.

Comments

Copyright 2026 Kristin Morgan. All Rights Reserved. https://proquest.com/docview/3371404894

Recommended Citation

Morgan, K. (2026). Investigating Pre-Service Teachers’ Readiness for Early Reading Instruction: A Mixed Methods Study of Quantified Knowledge in Phonemic Awareness and Lived Experiences [Doctoral dissertation, The University of Texas Rio Grande Valley]. ScholarWorks @ UTRGV. https://scholarworks.utrgv.edu/etd/1954