Interactive Literacy Manual for Pre-Service Teachers' Use in Their Professional Practice

This study explored how the integration of a projectbased learning (PBL) activity in an undergraduate teacher preparatory childhood literacy class impacted teacher candidates' knowledge of, and readiness to teach instructional literacy strategies. While engaged in the semester-long activity, four classes of pre-service teachers worked collaboratively to create a digital book and designed activities in the chapters that supported the Science of Reading (SOR). The research design for this project was hypothesis generating with mixed methods. Findings include a better understanding of how using PBL to teach literacy strategies may increase pre-service teachers' content knowledge, their use of reflective practices, and their confidence in the implementation of a balance of technology with multisensory instruction.