JPSY_V2_N2_Art2 Pamela M. Stecker Paul J. Riccomini Journal on Educational Psychology 2230 – 7141 2 2 9 15 Pre-service, Teacher education, Teacher preparation, Web-based practice, Enhanced practice, Oral reading fluency, Alphabetic principle, Phonics This article details two ways in which web-based practice activities were used to support instruction and enhance preservice teachers’ learning in a course on teaching reading to students with learning disabilities. First, we describe two performance-based assessments used to evaluate the integration of preservice teachers’ knowledge and skills with respect professional standards. Then, we briefly summarize two small studies that contrasted technology-enhanced practice with more traditional practice activities to support preservice teachers’ learning specifically progress monitoring and in teaching essential beginning ready. Last, we discuss how teacher preparation programs may better meet performance-based professional standards through relatively simple integration of web-based technology in course activities designed to improve preservice teachers’ knowledge and skills. August - October 2008 Copyright & copy; 2008 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=337