Characterizing the Knowledge of Educators across the Tiers of Instructional Support

Autor/inn/en	Porter, Susan B.; Odegard, Timothy N.; McMahan, Melissa; Farris, Emily A.
Titel	Characterizing the Knowledge of Educators across the Tiers of Instructional Support
Quelle	In: Annals of Dyslexia, 72 (2022) 1, S.79-96 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-9387
DOI	10.1007/s11881-021-00242-0
Schlagwörter	Elementary School Teachers; Knowledge Level; Reading Instruction; Literacy; Knowledge Base for Teaching; English; Reading Teachers; Phonological Awareness; Phonemic Awareness; Decoding (Reading); Morphology (Languages); Special Education Teachers; Intervention + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; English language; Englisch; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lesenlernen; Dekodierung; Morphology; Morphologie; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
Abstract	Translating the research base on effective reading instruction to the classroom has been a challenge. The delivery of these instructional methods requires practical skills coupled with an understanding of the aspects of language being taught. The purpose of this study was to explore the level of literacy knowledge of the English language held by educators who provide instruction to students in the primary grades. Data from 1369 classroom teachers, 74 reading interventionists, and 131 special educators comprising the analytic sample were collected as part of a training initiative in a US state. Participating educators completed a 50-item test of phonological sensitivity, phonemic awareness, decoding, encoding, and morphology. Multiple regression analyses confirmed differences in the levels of knowledge observed between the groups of educators. Reading interventionists demonstrated greater knowledge than classroom teachers and special educators in the total proportion of correct responses and across each domain. Classroom teachers demonstrated greater knowledge than special educators in phonological sensitivity and decoding but did not differ from each other in phonemic awareness, encoding, or morphology knowledge. Special educators provide intervention to students with the most severe forms of reading disabilities, yet they had the lowest level of knowledge. In contrast, reading interventionists, who provide intervention within general education, had the highest levels of knowledge. These findings suggest a need to elevate the knowledge of special educators and consider reading interventionists' role in supporting students identified with a specific learning disability in reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01