Improving teacher candidates' knowledge of phonological awareness: A multimedia approach

Kennedy, Michael J.; Driver, Melissa K.; Pullen, Paige C.; Ely, Emily; Cole, Mira T.

doi:10.1016/j.compedu.2013.01.010

Cited by 53 publications

(65 citation statements)

References 55 publications

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“…Lack of university instructor mastery of these foundational concepts exacerbates the problem (Joshi et al, 2009). Multimedia instruction, grounded in evidence-based content and developed according to principles of effective instruction and technological design, could play a role in addressing the challenge of improving teacher preparation (Clark, 2009;Mayer, 2009;Kennedy et al, 2013). To explore the potential of multimedia instruction, this study investigated the efficacy of a series of multimedia modules for developing participants' knowledge and application skills related to basic literacy concepts.…”

Section: Discussionmentioning

confidence: 99%

“…Multimedia instruction, either alone or in conjunction with other instructional supports, has been demonstrated in the literature as effective for promoting knowledge (Gormley & Ruhl, 2007;Kennedy et al, 2013;Thomas & Rieth, 2011). The potential advantages of technology for instruction have long been advocated (see Bransford, Brophy, & Williams, 2000;Bransford et al, 1990).…”

Section: The Role Of Multimedia Instruction In Teacher Preparation Anmentioning

confidence: 97%

“…For the intervention, the first author developed a series of brief video modules based on the instructional principles advocated by Gormley and Ruhl (2007), and the features of explicit instruction as identified by Rosenshine and Stephens (1986). Specifically, the following features were addressed in module development: Kennedy et al, 2013;Kennedy, Ely, et al, 2012;Kennedy, Hart, & Kellems, 2011;. Table 3 provides an overview of how these principles were applied in the development of the Reading Series modules.…”

Section: Intervention Measures and Materialsmentioning

confidence: 99%

See 2 more Smart Citations

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Sayeski¹,

Kennedy

Irala³

et al. 2015

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Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N D 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.The need to improve literacy instruction in schools is a perennial challenge. Fortunately, decades of reading research have yielded a body of knowledge that has enhanced the field's understanding of reading acquisition, reading difficulty, and reading intervention (Moats & Foorman, 2003; National Reading Panel, 2000). Based on these findings, individuals and various professional organizations advocate for the inclusion of specific literacy-related knowledge within teacher preparation programs

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Section: Discussionmentioning

confidence: 99%

Section: The Role Of Multimedia Instruction In Teacher Preparation Anmentioning

confidence: 97%

Section: Intervention Measures and Materialsmentioning

confidence: 99%

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The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

Sayeski¹,

Kennedy

Irala³

et al. 2015

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“…CAPs are an extension of Mayer's learning theory and have shown success in promoting learning for undergraduate teacher candidates (e.g., Kennedy, Hart, & Kellams, 2010;Kennedy, Driver, Pullen, Ely, & Cole, 2013;Kennedy, Lloyd, Cole, & Ely, in press) and adolescents with and without a learning disability (Kennedy, 2010). Research shows that CAPs can successfully maximize student learning and retention in college courses that must cover a significant amount of content in a short amount of time.…”

Section: Content Acquisition Podcastsmentioning

confidence: 99%

“…Additionally, Kennedy, Driver, Pullen, Ely, & Cole (2013) looked at pre-service teachers' knowledge of phonological awareness (PA) and how to teach it. Participants included 155 undergraduates enrolled in an introductory special education course.…”

Section: Content Acquisition Podcastsmentioning

confidence: 99%

The Effects of Parent-Child Literacy Training Using Content Acquisition Podcasts with Children At-Risk for Reading Disability

Williams

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

Hudson¹,

Moore²,

Han³

et al. 2021

Reading Research Quarterly

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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

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Improving teacher candidates' knowledge of phonological awareness: A multimedia approach

Cited by 53 publications

References 55 publications

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

The Efficacy of Multimedia Modules for Teaching Basic Literacy-Related Concepts

The Effects of Parent-Child Literacy Training Using Content Acquisition Podcasts with Children At-Risk for Reading Disability

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

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