Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Abstract

Equipping elementary (i.e., grades K-5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers' knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers' knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed.A ll students have the right to learn to read and, thus, the right to have access to knowledgeable literacy educators (International Literacy Association [ILA], 2019; UNESCO, n.d.) who under stand the science of reading, or "the accumulated knowledge about reading, reading development, and best practices for reading instruction obtained by the use of the scientific method" (Petscher et al., 2020, p. S268). Theoretical propositions such as the componential model of reading (Aaron, Joshi, Gooden, & Bentum, 2008) and the lattice model of the development of reading comprehension (Connor, 2016) highlight the importance of classroom factors in reading development, such as teachers' ability to plan and manage instructional activity, and the qual ity of literacy instruction. However, effective literacy instruction is quite complex (Connor et al., 2009) and should consider students' home learning environment, previous background knowledge and experi ences, and effective instructional methods that will produce the highest results for each child (Connor, 2016). Thus, teachers must possess a depth of knowledge, including content and pedagogical knowledge, and understand how to be socially just and culturally responsive in their practice (Mosley Wetzel et al., 2020).In their recent article pertaining to teacher preparation, Hoffman, Hikida, and Sailors (2020) pointed out that over 600 empirical studies on literacy teacher preparation were published between 1999 and 2018. These studies examined teachers' knowledge and practice through a wide range of methodologies and lenses, which was necessary given the complexity of effective literacy instruction. Hoffman et al. also argued

The effect of efficient professional development on the teaching of code-focused skills in beginner readers: exploring the impact of professional development intensity and coaching on student outcomes

“…This information could be very useful when offering proposals to those leaders responsible for educational training. However, this result does not align well with other research (Hudson et al, 2021) and deserves some consideration.…”

“…The results from the experimental group (HIG-40) support those of previous studies which, with large-scale programmes, obtained a significant effect in reducing initial reading difficulty through coaching and high levels of intensity (Erhi & Flugman, 2018;Hudson et al, 2021). Biancarosa et al (2010), with a hierarchical, crossed-level, value-added-effects model, compared student literacy learning over 3 years, obtained that PD coaching may have significant effects on students' reading.…”

“…Research into professional development (PD) shows that it is relevant as a means of promoting the teaching of reading based on research among teachers (Connor et al, 2014;Hudson et al, 2021). The impact of PD on student outcomes has also been established.…”

“…In PD in code-focussed skills with teachers in early primary education, diverse results have been obtained with or without coaching (for a wider summary see Hudson et al, 2021). Biancarosa et al (2010) studied the effects on reading performance of a coaching programme with a large sample.…”

Key Knowledge to Support Phonological Awareness and Phonics Instruction

“…Accumulating research shows that teachers’ specialized knowledge matters for children's early literacy learning (Hudson et al, 2021; Piasta et al, 2020). Much of this research concerns preschool through Grade 2 children's development of word reading and related skills, as supported through phonological awareness and phonics instruction.…”