Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

Autor/in	Hammond, Lorraine
Titel	Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading
Quelle	In: Australian Journal of Learning Difficulties, 20 (2015) 2, S.113-128 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2015.1023208
Schlagwörter	Early Childhood Education; Knowledge Level; Beliefs; Teacher Attitudes; Preschool Teachers; Metalinguistics; Emergent Literacy; Beginning Reading; Teacher Role; Reading Skills; Teacher Competencies; Teaching Methods; Foreign Countries; Teacher Surveys; Observation; Scoring Rubrics; Reading Instruction; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Wissensbasis; Belief; Glaube; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Metalanguage; Metasprache; Frühleseunterricht; Erstleseunterricht; Lehrerrolle; Reading skill; Lesefertigkeit; Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Beobachtung; Scoring formulas; Auswertungsbogen; Leseunterricht; Australien
Abstract	Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators' linguistic knowledge, beliefs and enacted practice about teaching reading. Results indicate that while early childhood educators believe knowledge about teaching reading is "very important" to their role, their understanding of literacy precursor skills was generally low. When observed teaching beginning reading, most participants demonstrated some capacity to plan and teach in an explicit way; however, their enacted practice was inconsistent with their teacher knowledge results. This suggests the ability to reflect on the sound structure of spoken words and apply this knowledge to learning to read is a different skill to planning instructional sequences to teach these literacy precursor skills explicitly. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01