Explicit Linguistic Knowledge Is Necessary, but Not Sufficient, for the Provision of Explicit Early Literacy Instruction

Autor/inn/en	Arrow, Alison W.; Braid, Christine; Chapman, James W.
Titel	Explicit Linguistic Knowledge Is Necessary, but Not Sufficient, for the Provision of Explicit Early Literacy Instruction
Quelle	In: Annals of Dyslexia, 69 (2019) 1, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-018-00168-0
Schlagwörter	Knowledge Base for Teaching; Self Efficacy; Teacher Effectiveness; Reading Instruction; Teaching Methods; Prompting; Word Recognition; Pedagogical Content Knowledge; Beginning Reading + Suchen Sie Ihr Suchwort? Teaching theory; Theory of teaching; Unterrichtstheorie; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Benutzerführung; Worterkennung; Pädagogische Kompetenz; Erstleseunterricht
Abstract	Teacher's knowledge can influence the act of teaching and affect children's learning outcomes. Linguistic and language knowledge of teachers plays an important role in supporting learners at the beginning to read stage. This study examines the language and linguistic knowledge of teachers of beginning readers in New Zealand, how these teachers perceive their own practices in teaching reading, and the relationship with the nature of observed instructional practices. The teachers in the study used predominantly implicit approaches to early reading instruction, with word-level instruction and prompting used only after context, even when teachers with high linguistic knowledge used implicit approaches, suggesting that teacher's knowledge is not sufficient, on its own, to ensure effective, explicit, word-level instruction to beginning readers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01