Teaching Reading: Minnesota
Elementary Teacher Preparation Policy
Analysis of Minnesota's policies
Scientifically Based Reading Instruction—Tests and Standards: Minnesota requires that all new elementary teachers pass the Minnesota Teacher Licensure Examination (MTLE) elementary education content test, which includes the equivalent of a stand-alone science of reading assessment.
In its standards for elementary and special education teacher preparation, Minnesota also requires teacher preparation programs to address the science of reading.
Informational Texts: Elementary teacher candidates must be prepared for the key instructional shifts related to literacy that differentiate college- and
career-readiness standards from their predecessors. The
testing standards for the reading subtest of the MTLE incorporate the instructional
shifts in the use of text associated with college- and career-readiness
standards for students and require the following:
- Must be able to demonstrate knowledge of various types of informational/expository texts, including key textual features (e.g., indexes and headings), graphic features (e.g., charts and diagrams) and organizational structures (e.g., descriptive, chronological, cause/effect, comparison/contrast, problem/solution) of these texts and applying knowledge of explicit instruction in key features and organizational structures of various print and digital informational/expository texts to promote students' understanding of these texts
- Must be able to apply knowledge of explicit instruction in analysis and response skills for informational/expository texts (e.g., analyzing an author's point of view or argument, evaluating a text with respect to credibility, analyzing a text's internal consistency or logic, paraphrasing information from a text, summarizing a text's main ideas)
- Must be able to demonstrate knowledge of formal and informal methods for assessing students' understanding and analysis of and response to literary/narrative and informational/expository texts and to demonstrate the ability to interpret and use the results of these assessments to plan effective instruction in literary response and analysis and content-area literacy skills.
Literacy Skills: The social studies subarea of Minnesota's required elementary test requires elementary teachers to do the following:
- Demonstrate knowledge of sources of information used in social studies and their ethical use (e.g., primary sources, Internet, copyright, source citations)
- Recognize stages in the inquiry process (e.g., developing the essential question; forming a hypothesis; finding, collecting and organizing historical research)
- Apply knowledge of the use of tools of inquiry and problem solving (e.g., graphs, maps, time lines).
Recommendations for Minnesota
Ensure that new elementary teachers are prepared to incorporate informational text of increasing complexity into classroom instruction.
Minnesota's
testing frameworks are commendable. The state is encouraged to
strengthen its existing policy and explicitly require that teachers
possess the ability to adequately incorporate complex informational text
into classroom instruction.
Ensure that new elementary teachers are prepared to incorporate literacy skills as an integral part of every subject.
To ensure that elementary students are capable of accessing varied information about the world around them, Minnesota should also—either through testing frameworks or teacher standards—include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts.
State response to our analysis
Minnesota declined to respond to NCTQ's analyses.
Updated: August 2018
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Minnesota
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How we graded
2C: Teaching Elementary Reading
- Scientifically Based Reading Instruction: The state should require all elementary teacher candidates to pass a rigorous elementary test of scientifically based reading instruction in order to attain licensure. The design of the test should ensure that prospective teachers cannot pass without knowing the five scientifically based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The state should require that all teacher preparation programs prepare elementary candidates in the science of reading instruction.
- College- and Career-Readiness Standards: The state should ensure that all new elementary teachers are sufficiently prepared for the ways that college- and career-readiness standards affect instruction in all subject areas. Specifically,
- The state should ensure that all new elementary teachers are prepared to incorporate informational texts of increasing complexity into instruction.
- The state should ensure that all new elementary teachers are prepared to incorporate literacy skills as an integral part of every subject.
- The state should ensure that all new elementary teachers are prepared to identify and support struggling readers.
Three-quarters of the total goal score is earned based on the following:
- Three-quarters credit: The state will earn three-quarters of a point if it requires all new elementary teachers to pass a rigorous test of scientifically based reading instruction. The design of the test must ensure that all prospective teachers are competent in the five research-based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. A stand-alone English/Language Arts (ELA) content test must be primarily focused on scientifically based reading instruction to earn credit.
- One-quarter credit: The state will earn one-quarter of a point if elementary teacher preparation standards address the five components of scientifically based reading instruction, but the state does not require an adequate - or any - scientifically based reading instruction test.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn the one-quarter of a point if its elementary teacher preparation tests or standards address the requirements of college- and career-readiness standards. To earn credit, the state must have at least one requirement (outlined in component three) "fully addressed" and two "partially addressed."
Research rationale
Teaching children to read is the most important task teachers undertake. Over the past 60 years, scientists from many fields have worked to determine how people learn to read and why some struggle. This science of reading has led to breakthroughs that can dramatically reduce the number of children destined to become functionally illiterate or barely literate adults, identifying five components of effective instruction. In fact, most reading failure can be avoided by routinely applying the lessons learned from the scientific findings in the classroom. Estimates indicate that the current failure rate of 20 to 30 percent could be reduced to 2 to 10 percent.[1]
Scientific research has shown that there are five essential components of effective reading instruction: explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.[2] Many states' policies still do not reflect the strong research consensus in reading instruction that has emerged over the last few decades. Many teacher preparation programs resist teaching scientifically-based reading instruction. Reports by NCTQ on teacher preparation, beginning with What Education Schools Aren't Teaching about Reading and What Elementary Teachers Aren't Learning in 2006 and continuing through the Teacher Prep Review in 2016 have consistently found the overwhelming majority of teacher preparation programs across the country do not train teachers in the science of reading, although the most recent Teacher Prep Review did find signs of improvement.[3] Whether through standards or coursework requirements, states must direct programs to provide this critical training. But relying on programs alone is insufficient; states must only grant licenses to new elementary teachers who can demonstrate they have the knowledge and skills to teach children to read.
Most current reading tests do not offer assurance that teachers know the science of reading. A growing number of states, such as Massachusetts, Connecticut, and Virginia, require strong, stand-alone assessments entirely focused on the science of reading.[4] Other states rely on either pedagogy tests or content tests that include items on reading instruction. However, since reading instruction is addressed only in one small part of most of these tests, it is often not necessary to know the science of reading to pass.[5] States need to make sure that a teacher candidate cannot pass a test that purportedly covers reading instruction without knowing the critical material.
College- and career-readiness standards require significant shifts in literacy instruction. College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts and build knowledge and vocabulary through content-rich text. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, few states have attended to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards.[6]
[1] Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. National Council on Teacher Quality. Retrieved from http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf; Torgesen, J.K. (2005, November). Preventing reading disabilities in young children: Requirements at the classroom and school level. Presented at the Western North Carolina LD/ADD Symposium. Retrieved from http://www.fcrr.org/science/pdf/torgesen/NC-interventions.pdf
[2] National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, National Institutes of Health. Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf; To review further indications of the affirmation of the previously-mentioned research, see: Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., ... & Keating, B. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade: Educator's practice guide (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_040717.pdf
[3] National Council on Teacher Quality. (2016, December). Landscapes in teacher prep: Undergraduate elementary. National Council on Teacher Quality's Teacher Prep Review. Retrieved from http://www.nctq.org/dmsView/UE_2016_Landscape_653385_656245; To review past TPR materials on teacher prep programs: Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. National Council on Teacher Quality. Retrieved from http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf
[4] For problems with many existing reading tests, see: Stotsky, S. (2006). Why American students do not learn to read very well: The unintended consequences of Title II and teacher testing. Third Education Group Review, 2(2), 1-37.; Rigden, D. (2006). Report on licensure alignment with the essential components of effective reading instruction. National Council for Accreditation of Teacher Education, Reading First Teacher Education Network.
[5] National Council on Teacher Quality. (2011). Recommendations for the reauthorization of the Elementary and Secondary Education Act. Retrieved from http://www.nctq.org/p/publications/docs/nctq_eseaReauthorization.pdf
[6] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf