Teaching Reading: South Carolina
Elementary Teacher Preparation Policy
Analysis of South Carolina's policies
Scientifically Based Reading Instruction—Tests and Standards: South Carolina requires elementary teacher candidates to pass the Praxis Elementary Education: Multiple Subjects (5001) test, or the Praxis Elementary Education: Content Knowledge for Teaching (7811) test. The Reading and Language Arts subtests assess some, but not all of the components of the science of reading instruction, and therefore do not amount to adequate stand-alone reading tests.
South Carolina requires that teacher preparation programs for elementary teacher candidates address the science of reading. All elementary teacher candidates are also required to complete a 12 credit-hour sequence in literacy that
includes "comprehension, oral language, phonological awareness, phonics, fluency,
and vocabulary."
Provisional and Emergency Licensure: Because provisional and emergency licensure requirements are scored in Provisional and Emergency Licensure, only the test requirements for the state's initial license are considered as part of this goal.
Recommendations for South Carolina
Require all teacher candidates who teach elementary grades to pass a rigorous assessment in the science of reading instruction.
South Carolina
should require a rigorous reading assessment tool to ensure that its elementary teacher candidates are adequately prepared in the science of reading instruction before entering the classroom. The assessment should clearly test knowledge and skills related to the science of reading and address all five instructional components of scientifically based reading instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension. Elementary teachers who do not possess the minimum knowledge in this area should not be eligible for licensure.
Ensure that the coursework required of aspiring elementary teachers is appropriately focused on the science of reading.
Although South Carolina maintains standards that address all five components of
the science of reading, NCTQ finds
considerable evidence that
nearly three quarters (74 percent) of all teacher preparation programs
fail to explicitly cover all five components of scientifically-based
reading instruction. South Carolina should
exercise its leverage in the program approval process to ensure that
the coursework required of aspiring elementary teachers is appropriately
focused on the science of reading, and, if not, that the state plays a
more active, supportive role in remedying knowledge gaps on the part of
faculty teaching these courses.
State response to our analysis
South Carolina recognized the factual accuracy of this analysis, however this analysis was updated subsequent to the state's review. The state noted that proposed amendments to will require candidates completing educator preparation programs in early childhood, elementary, and special education to pass a stand-alone test in the area of reading instruction in order to become certified in South Carolina. In preparation for this legislation, the state noted that it ensured that South Carolina was represented on the multi-state standard setting panel for the new Praxis assessment Teaching Reading: Elementary (5205) conducted in early 2019, and ETS has subsequently previewed this test with South Carolina preparation faculty.
Updated: March 2021
Last word
NCTQ looks forward to reviewing the South Carolina's future progress in polices around Elementary Content Knowledge: Teaching Reading.
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How we graded
2C: Teaching Elementary Reading
- Scientifically Based Reading Instruction: The state should require all elementary teacher candidates to pass a rigorous elementary test of scientifically based reading instruction in order to attain licensure. The design of the test should ensure that prospective teachers cannot pass without knowing the five scientifically based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The state should require that all teacher preparation programs prepare elementary candidates in the science of reading instruction.
The total goal score is earned based on the following:
- Full credit: The state will earn a full point if it requires all new elementary teachers to pass a rigorous test of scientifically based reading instruction. The design of the test must ensure that all prospective teachers are competent in the five research-based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. A stand-alone English/Language Arts (ELA) content test must be primarily focused on scientifically based reading instruction to earn credit.
- Three quarters credit: The state will earn three-quarters of a point if it requires all new elementary teachers to pass a stand-alone reading test of scientifically based reading instruction, but the test includes content not aligned to scientifically based reading instruction or includes other content areas.
- One-half credit: The state will earn one-half of a point if it requires all new elementary teachers to pass a stand-alone reading test of scientifically based reading instruction, but the test includes content not aligned to scientifically based reading instruction, and the state also allows teachers to delay passage of content and pedagogy tests.
- One-quarter credit: The state will earn one-quarter of a point if elementary teacher preparation standards address the five components of scientifically based reading instruction, but the state does not require an adequate - or any - scientifically based reading instruction test.
Research rationale
Teaching children to read is the most important task teachers undertake. Over the past 60 years, scientists from many fields have worked to determine how people learn to read and why some struggle. This science of reading has led to breakthroughs that can dramatically reduce the number of children destined to become functionally illiterate or barely literate adults, identifying five components of effective instruction. In fact, most reading failure can be avoided by routinely applying the lessons learned from the scientific findings in the classroom. Estimates indicate that the current failure rate of 20 to 30 percent could be reduced to 2 to 10 percent.[1]
Scientific research has shown that there are five essential components of effective reading instruction: explicit and systematic instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.[2] Many states' policies still do not reflect the strong research consensus in reading instruction that has emerged over the last few decades. Many teacher preparation programs resist teaching scientifically-based reading instruction. Reports by NCTQ on teacher preparation, beginning with What Education Schools Aren't Teaching about Reading and What Elementary Teachers Aren't Learning in 2006 and continuing through the Teacher Prep Review in 2016 have consistently found the overwhelming majority of teacher preparation programs across the country do not train teachers in the science of reading, although the most recent Teacher Prep Review did find signs of improvement.[3] Whether through standards or coursework requirements, states must direct programs to provide this critical training. But relying on programs alone is insufficient; states must only grant licenses to new elementary teachers who can demonstrate they have the knowledge and skills to teach children to read.
Most current reading tests do not offer assurance that teachers know the science of reading. A growing number of states, such as Massachusetts, Connecticut, and Virginia, require strong, stand-alone assessments entirely focused on the science of reading.[4] Other states rely on either pedagogy tests or content tests that include items on reading instruction. However, since reading instruction is addressed only in one small part of most of these tests, it is often not necessary to know the science of reading to pass.[5] States need to make sure that a teacher candidate cannot pass a test that purportedly covers reading instruction without knowing the critical material.
College- and career-readiness standards require significant shifts in literacy instruction. College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts and build knowledge and vocabulary through content-rich text. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, few states have attended to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards.[6]
[1] Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. National Council on Teacher Quality. Retrieved from http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf; Torgesen, J.K. (2005, November). Preventing reading disabilities in young children: Requirements at the classroom and school level. Presented at the Western North Carolina LD/ADD Symposium. Retrieved from http://www.fcrr.org/science/pdf/torgesen/NC-interventions.pdf
[2] National Reading Panel (US), National Institute of Child Health, & Human Development (US). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, National Institutes of Health. Retrieved from https://www.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf; To review further indications of the affirmation of the previously-mentioned research, see: Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., ... & Keating, B. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade: Educator's practice guide (NCEE 2016-4008). National Center for Education Evaluation and Regional Assistance. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_040717.pdf
[3] National Council on Teacher Quality. (2016, December). Landscapes in teacher prep: Undergraduate elementary. National Council on Teacher Quality's Teacher Prep Review. Retrieved from http://www.nctq.org/dmsView/UE_2016_Landscape_653385_656245; To review past TPR materials on teacher prep programs: Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. National Council on Teacher Quality. Retrieved from http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf
[4] For problems with many existing reading tests, see: Stotsky, S. (2006). Why American students do not learn to read very well: The unintended consequences of Title II and teacher testing. Third Education Group Review, 2(2), 1-37.; Rigden, D. (2006). Report on licensure alignment with the essential components of effective reading instruction. National Council for Accreditation of Teacher Education, Reading First Teacher Education Network.
[5] National Council on Teacher Quality. (2011). Recommendations for the reauthorization of the Elementary and Secondary Education Act. Retrieved from http://www.nctq.org/p/publications/docs/nctq_eseaReauthorization.pdf
[6] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf