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Emergent

Evidence Snapshot for Educator Preparation Providers

Preparing Teachers to Connect Instruction with Play-Based Learning

Date added: April 17, 2026

Effective preparation equips educators to intentionally blend instruction and application.

Why this matters

Teacher preparation directly impacts student literacy outcomes
Many educators feel underprepared to connect instruction with play-based learning

What the evidence shows

Strong outcomes occur when teachers:
- Combine explicit instruction with guided practice
- Actively guide and support student learning
Small-group instruction and intentional design are essential
Teacher mediation is critical for diverse learners

Program priorities

Teach core early literacy skills (sounds, vocabulary, print concepts)
Provide training on guided instruction and facilitation strategies
Offer practice-based experiences (modeling, coaching, feedback)
Prepare candidates to design literacy-rich environments

What to watch for

Too much theory without hands-on practice
Limited training in small-group instruction
Insufficient focus on explicit teaching of foundational skills

Equity focus

Prepare candidates to support:
- Multilingual learners (language scaffolding)
- Students with disabilities (structured support)
Emphasize differentiation within instruction and play

Key takeaway

Effective preparation equips educators to intentionally blend instruction and application, leading to stronger student outcomes.

The information provided in this summary is based on findings from Integration of Emergent Literacy Instruction Across Classroom Activities: A Systematic Review.

MAIN resource

A systematic review of research related to literacy instruction for preschool-aged children.

The information provided in this summary is based on findings from Emergent Literacy Instruction Across Classroom Activities

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Prepare future teachers to intentionally build knowledge through literacy instruction.

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EPPs must align literacy and content-area courses to include evidence-based vocabulary instruction.

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Preparing future teachers to embed comprehension strategies across content areas is essential.

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Preparing Teachers to Build Reading Fluency

Strong early reading instruction includes fluency, not just phonics and comprehension.

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Preparing Future Teachers for Disciplinary Literacy Instruction

Preparing future teachers to embed literacy into their subject instruction is essential.

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Effective Phonics Instruction

Explicit phonics instruction is essential for ensuring reading success for all students.

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Multisyllabic Reading, Grades 4-9

Targeted instruction in multisyllabic word reading should be emphasized in teacher preparation.

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Preparing Teachers in Phonemic Awareness

EPPs should integrate PA instruction strategies into both general and special education coursework.

More Emergent Literacy Resources

Supporting Phonological and Phonemic Awareness in Preschool

Effective Reading Interventions for Adult Literacy Learners

Oral Language and Vocabulary Instruction for Preschoolers

Supporting Print Awareness in Preschool Instruction

Emergent Literacy Instruction Across Classroom Activities

Effective Reading Fluency Interventions for Students in Grades 4-9

The Effects of Vocabulary Instruction for Adolescent Learners

Reading-Writing Connection: Integrated Literacy Instruction in K-3

Content-Rich Interventions on Reading Outcomes in Grades K-3

Text-Based Discussion Intervention Outcomes for Adolescent Readers

Adolescent Motivation and Engagement in Literacy Learning

Foundational Reading Comprehension Interventions for K-3 Students

Adolescent Reading Comprehension Instruction and Intervention

The Effects of Academic Vocabulary Knowledge Interventions

Review of Disciplinary Literacy Research on Adolescent Readers

Oral Fluency Interventions for K-3 Students

A Review of K-3 Phonics Practices or Interventions

Multisyllabic Word Reading Interventions for Grades 4-9 Students

Phonological and Phonemic Awareness Interventions