Service Learning and Teacher Education in Reading
	Lynn Melby Gordon, California State University, Northridge
	

A model service learning course for elementary teaching credential candidates 
is described. 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.