摘要：It is reasonable to assume that today's college literacy instruction addresses a variety of strategies for classroom reading instruction with preservice teachers. This paper describes the classroom practices of 92 K-12 beginning teachers with five or fewer years of teaching experience. We surveyed these 92 teachers relative to their knowledge of, use of, and interest in learning content reading strategies; their sources of information regarding reading strategies, and their confidences and concerils about preparing lessons.
