Abstract This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it would appear that although most PSTs were confident in their ability to teach early reading skills, they had reservations regarding their ability to teach children who struggle to learn to read. In addition, even though the majority of primary and early childhood PSTs favoured a code-based approach to teaching early reading, many lack both the necessary knowledge, and the confidence, to implement such an approach. A more comprehensive investigation across teacher training institutions is needed to confirm these findings.

中文翻译：

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职前教师在教授早期阅读方面准备得如何？文献系统回顾

摘要 本综述审查了针对职前教师 (PST) 就他们向所有学生教授早期阅读技能的准备、他们的内容知识范围以及他们对基于代码和/或基于意义的方法的态度提出意见的研究。早读。从现有的有限数量的研究来看，虽然大多数 PST 对自己教授早期阅读技能的能力充满信心，但他们对自己教那些努力学习阅读的孩子的能力有所保留。此外，尽管大多数小学和幼儿 PST 喜欢基于代码的早期阅读教学方法，但许多人既缺乏必要的知识，也缺乏实施这种方法的信心。