Equipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers’ knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed.

中文翻译：

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小学教师的基础识字技能知识：阅读科学中的关键拼图

为小学（即 K-5 年级）教师提供足够的内容和教学知识，以促进基于阅读科学的有效阅读教学是阅读教育难题的关键部分。我们回顾了 20 项实证研究，以检验教师准备和培训计划对小学教师阅读科学知识的影响，重点关注阅读教学的基本支柱，即语音和音素意识、语音和形态意识，以及作为学生的阅读成果。我们还确定了促进教师知识积极增长的项目特征。一般来说，调查结果支持培训和准备计划在增加小学教师对基础结构知识的有效性。教师有机会在专家指导下应用所学知识和技能的培训使教师知识增长最大。讨论了结果的影响。