Service Learning and Teacher Education in Reading

This article describes a model service-learning course for elementary teaching credential candidates. Preservice teachers taking a required university reading methods course studied scientifically-based reading instruction and volunteered in Los Angeles Unified School District classrooms during reading instruction time. Service-learning experiences were found to assist teaching credential candidates in developing strategies for teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension skills to elementary students. The Literacy Profile Project, reflective journaling, and direct benefits to school district personnel, supervising teachers, and elementary students are discussed.