Science of Reading in Special Education Teacher Preparation

Reading development is a complex cognitive process, and instruction must be guided by the science of what works, for whom, and under which conditions. Students with learning disabilities (LD) in reading require high-quality reading instruction and, often, intensive intervention delivered by knowledgeable teachers. Yet, many teachers enter the field unprepared to teach reading. This special issue of Intervention in School and Clinic brings together teacher-educators and reading researchers for a collection of articles that address critical issues related to training future special education teachers. These articles describe the design and delivery of reading methods courses in special education teacher preparation programs, including usable, practical strategies for teacher-educators to implement.