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Electronic Journal for Inclusive Education

Abstract

Thirty-one final semester undergraduate, dual preparation, pre-service students at a Pacific university completed a survey regarding their confidence in teaching reading acquisition skills to early elementary (Kindergarten through third grade) struggling readers and readers in general. The 36-item survey included open-ended and forced choice Likert-type rating scale items. We examined participants’ perceptions regarding their confidence in teaching reading and the degree to which numerous factors contributed to their levels of confidence. It appeared that this particular group of pre-service teachers was more confident in their ability to teach reading to all students, those who struggle and those who do not, than similar surveyed participants in the research literature.