ABSTRACT University websites and internet search engines were used to locate information about literacy units addressing early reading instruction offered in Australian primary and early childhood teacher preparation programs. Data concerning course organizational details, the content of literacy units, and the qualifications and research interests of unit coordinators were collected for 40 Australian tertiary institutions. Results indicate that references to early reading content in unit descriptions were generally included with other literacy subject matter, the total tuition time available for early reading instruction was limited, and many unit coordinators did not have expertise in early reading. In addition, it would appear that essential research-based content such as phonics, phonemic awareness, and the alphabetic principle may not be adequately addressed in many units. An amendment to Standard 2.5 of the guidelines set out in the Australian Professional Standards for Teachers may assist in resolving some of these issues.

中文翻译：

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澳大利亚职前教师和早期阅读指导

摘要 大学网站和互联网搜索引擎被用来查找有关澳大利亚小学和幼儿教师准备计划中提供的早期阅读教学的扫盲单元的信息。为 40 所澳大利亚高等教育机构收集了有关课程组织细节、识字单元内容以及单元协调员的资格和研究兴趣的数据。结果表明，单元描述中对早期阅读内容的引用通常包含在其他识字主题中，可用于早期阅读教学的总教学时间有限，并且许多单元协调员不具备早期阅读方面的专业知识。此外，似乎基于研究的基本内容，如语音学、音素意识、并且在许多单元中可能没有充分解决字母原则。对澳大利亚教师专业标准中规定的准则标准 2.5 的修订可能有助于解决其中一些问题。