Perceptions and Knowledge of Preservice and Inservice Teachers About Early Literacy Instruction

Abstract

A major conclusion from the last decade of research on children with poor reading performance is that early, systematic instruction in phonological awareness and letter-sound correspondences improves early reading and spelling skills and results in a reduction of the number of students who are reading below grade level. To teach reading to at-risk students and students with learning disabilities, teachers need to have positive perceptions regarding the role of systematic, explicit instruction, as well as knowledge of English language structure. The purpose of this study was to examine the perceptions and knowledge of general educators at two professional levels toward early literacy instruction for students at risk for reading failure. Unfortunately, our findings are similar to those obtained by Moats in 1994: Many general education teachers, at both preservice and inservice levels, are not prepared adequately for this challenging task.

O conhecimento de professores de 1ª a 4ª série quanto aos distúrbios da leitura e escrita

“…Um estudo demonstra que após o preenchimento do inventário proposto, professores perceberam que fatores extrínsecos, próprios da escola e do professor, são os causadores das dificuldades emocionais e de comportamento enfrentado pelos alunos 31 . Outro estudo expõe que, professores de dois níveis profissionais diferentes, não se mostraram adequadamente preparados (percepção e conhecimento) a desenvolver um trabalho preventivo quanto a dificuldades que podem ocorrer durante o processo de alfabetização 32 . Estudos declaram ainda que, o rendimento inferior dos escolares pode estar associado a um baixo senso de eficácia dos professores; uma vez que os mesmos, quando são competentes em relação aos conteúdos que ensinam e, ao mesmo tempo, possuem um alto senso de eficácia a respeito de suas capacidades de ensinar, podem motivar os alunos de baixo rendimento e até mesmo incrementar seu desenvolvimento cognitivo 33 .…”

The Relationship between Phonemic Segmentation Skill and EFL Word Recognition - A Review of Literature

“…Within recent research, its significance as crucial for early reading skill is noticeably evident. For example, Mather, Bos and Babur (2001) pointed out that "Results from longitudinal studies suggest that 75% of the children who struggle with reading in third grade, particularly with the development of phonological awareness and decoding, will still do poorly at reading at the end of high school" (p. 472).…”

Análise do conhecimento de professores atuantes no ensino fundamental acerca da linguagem escrita na perspectiva do letramento

“…8 Importantly, concern regarding the quality, nature, and impact of mediation implemented by teachers are related to the access and use of reading and writing by children, constituting a central issue of national and international studies developed in different fields of Education, Speech, and Linguistics. [4][5][6]9,10 It is in this direction that research in speech--language pathology 5,11,12 has been emphasizing the need for speech-language pathologists inside the school, to promote, from a collaborative perspective, reflections on the concepts and practices of writing and its appropriation processes used by teachers.…”