A recent survey reveals that Canadian education graduates are entering classrooms with limited knowledge of essential literacy concepts, leaving them underprepared to teach children how to read. The study, conducted by George Georgiou, a professor in the Faculty of Education at the University of Alberta, and his collaborators across the country, surveyed 642 graduating students from 11 universities in seven provinces. Their findings indicate a concerning gap in the graduates’ ability to help students struggling with reading.
Georgiou, who played a significant role in developing Alberta’s new English Language Arts and Literature curriculum, states, “There is nothing more important than learning to read for a child’s academic success.” His study highlights the urgent need for teacher education programs to better equip future educators in teaching literacy skills.
In North America, the number of students having trouble reading has been growing for decades. In the U.S., a report from the National Council on Teacher Quality found that over one-third of Grade 4 students lack basic reading skills, significantly increasing their chances of dropping out of high school. Similar challenges in Canada inspired Georgiou and his team to examine Alberta’s education programs. They discovered a troubling consistency: education students often receive minimal instruction in foundational literacy. In most universities, only one course on literacy is required before graduation.
Georgiou cites examples from other countries, explaining that in Australia, education graduates must take at least three literacy courses, including one focused on early reading instruction. He thinks Canada could better prepare teachers by adopting similar requirements. Georgiou states that evidence from many school divisions shows trained teachers can perform exceptionally well.
The survey underscores a clear need to enhance teacher training in literacy. Addressing these gaps could empower educators to ensure students develop the critical reading skills necessary for long-term academic success.
Picture: Female early education teacher (Designer)
