An Examination of Teachers' Disciplinary Knowledge of Early Literacy Instruction

Autor/in	Lazich, Samantha
Titel	An Examination of Teachers' Disciplinary Knowledge of Early Literacy Instruction
Quelle	(2018), (135 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, DePaul University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-1936-2
Schlagwörter	Hochschulschrift; Dissertation; Literacy Education; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teacher Evaluation; Psychometrics; Teacher Attitudes; Reading Difficulties; Teacher Surveys; Elementary School Teachers; Middle School Teachers; Phonological Awareness; Phonics; Morphology (Languages); Faculty Development; Evaluation Methods + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Teacher appraisal; Lehrerbeurteilung; Psychometry; Psychometrie; Lehrerverhalten; Reading difficulty; Leseschwierigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Morphology; Morphologie
Abstract	Teacher knowledge in early literacy instruction has been questioned in the field for over 20 years. A theoretical framework outlined by Chall, coupled with the findings of the National Reading Panel, provides a strong foundation for the disciplinary knowledge required to teach children to read. The "Basic Language Constructs Survey," a tool developed by Cantrell, Joshi, and Washburn, was designed to evaluate teachers' knowledge, skills, and perceptions associated with the language and literacy concepts necessary for early literacy instruction. Developers of this instrument have reported findings of a study exploring the psychometric properties of the survey and investigations using the tool with college professors and preservice teachers; however, no evaluations to date have been conducted with practicing teachers. Using the "Basic Language Constructs Survey," this study examined 65 practicing K-8 teachers' perceptions, knowledge, and skills of the basic language constructs necessary for early literacy instruction and for assisting students experiencing reading difficulties in grades three and above. The investigation revealed limited disciplinary knowledge among practicing teachers in the areas of phonological awareness, phonemic awareness, phonics, and morphology. Results revealed that success rates for participants were higher on skill-based items as compared to knowledge-based items. Findings also indicated that teachers' estimates of their knowledge were aligned with their actual knowledge. Suggestions for using results to guide teacher professional development and directions for future research are also provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01