Abstract

The suitability of teaching resources for college students was the main emphasis of this study, which examined curricular responses to early-grade reading (EGR) instruction. The US National Reading Panel served as the theoretical basis for the study’s evaluation of reading materials. The College English Language Teaching Methods II module, which includes lessons on teaching EGR, was the subject of the analysis. Using the reading curriculum evaluation checklist, the study gathered data through the directed qualitative content analysis approach. Six teacher educators were also interviewed in semi-structured interviews to learn more about their opinions of the course material’s efficacy in preparing student teachers to teach reading instruction to younger grades. The data was analyzed using the content analysis technique. The results showed that while the material did not place enough attention on the fundamentals of EGR, it did concentrate primarily on lower-level reading skills. The study thus emphasizes the content’s narrow focus on giving student teachers the information and abilities necessary for teaching EGR. The results have practical consequences for how educators develop and modify teaching materials for EGR as well as theoretical implications for implementing the EGR material evaluation theory that the study used. It is advised that the materials should be supplemented with suitable and research-based exercises to enhance the educational value of classroom instruction.