Key Knowledge to Support Phonological Awareness and Phonics Instruction

Autor/inn/en	Piasta, Shayne B.; Hudson, Alida K.
Titel	Key Knowledge to Support Phonological Awareness and Phonics Instruction
Quelle	In: Reading Teacher, 76 (2022) 2, S.201-210 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Piasta, Shayne B.) ORCID (Hudson, Alida K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2093
Schlagwörter	Phonological Awareness; Phonics; Beginning Reading; Reading Instruction; Teacher Competencies; Pedagogical Content Knowledge; Educational Practices; Early Childhood Education; Elementary Education; Reading Processes + Suchen Sie Ihr Suchwort? Erstleseunterricht; Leseunterricht; Lehrkunst; Pädagogische Kompetenz; Bildungspraxis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Leseprozess
Abstract	Phonological awareness and phonics instruction are necessary components of beginning reading instruction and require teachers to have specialized content, pedagogical, and pedagogical content knowledge. This includes knowledge about language structures; reading components, processes, and development; and effective instructional practices. In this article, we describe key knowledge across these areas, as informed by the Science of Reading, to support early childhood and elementary teachers engaging in this instruction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01