Teacher Candidates' Mastery of Phoneme-Grapheme Correspondence: Massed versus Distributed Practice in Teacher Education

Autor/inn/en	Sayeski, Kristin L.; Earle, Gentry A.; Eslinger, R. Paige; Whitenton, Jessy N.
Titel	Teacher Candidates' Mastery of Phoneme-Grapheme Correspondence: Massed versus Distributed Practice in Teacher Education
Quelle	In: Annals of Dyslexia, 67 (2017) 1, S.26-41 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-016-0126-2
Schlagwörter	Dyslexia; Preservice Teachers; Mastery Learning; Knowledge Level; Phoneme Grapheme Correspondence; Decoding (Reading); Pretests Posttests; Comparative Analysis; Beginning Reading; Reading Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Wissensbasis; Dekodierung; Erstleseunterricht; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of understanding of sound-symbol correspondence can make it challenging for teachers to (a) identify student errors on common assessments and (b) serve as a model for students when teaching beginning reading or providing remedial reading instruction. For students with dyslexia, lack of teacher proficiency in this area is particularly problematic. This study examined differences between two learning conditions (massed and distributed practice) on teacher candidates' development of phoneme-grapheme correspondence knowledge and skills. An experimental, pretest-posttest-delayed test design was employed with teacher candidates (n = 52) to compare a massed practice condition (one, 60-min session) to a distributed practice condition (four, 15-min sessions distributed over 4 weeks) for learning phonemes associated with letters and letter combinations. Participants in the distributed practice condition significantly outperformed participants in the massed practice condition on their ability to correctly produce phonemes associated with different letters and letter combinations. Implications for teacher preparation are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01