Reading teachers’ knowledge of children’s literature and English phonology

Abstract

We investigated relationships among elementary teachers" reading-related content knowledge (knowledge of literature and phonology), their philosophical orientation toward reading instruction, their classroom practice, and their students" learning. Correlations showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten teachers' phonological knowledge and their students" reading achievement. We recommend that the recent focus on teacher's disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to develop the necessary knowledge base to teach reading effectively.

Starting small: Building preschool teacher knowledge that supports early literacy development

“…For instance, McCutchen, Harry et al (2002) did not find a significantly positive correlation between teachers' phonological knowledge and students' reading during the first and second grades. Cirino, Pollard-Durodola, Foorman, Carlson, and Francis (2007) found that teacher content knowledge was consistently unrelated to bilingual kindergarteners' literacy and language outcomes, such as letter naming, phonological awareness, and oral language.…”

“…Only two-thirds of the elementary school teachers surveyed were able to correctly identify the number of phonemes in the word sun, which was the simplest item on the administered phoneme awareness task. Furthermore, McCutchen, Harry et al (2002) observed that across grades K-2, teachers' reading-related content knowledge was related to the instructional practices they used to identify sounds and letter/sound relationships. Finally, in a study examining in-service teachers' perceptions of their ability, Bos, Mather, Dickson, Podhajski, & Chard (2001) reported that teachers felt largely unprepared to teach early reading skills.…”

Actual Disciplinary Knowledge, Perceived Disciplinary Knowledge, Teaching Experience and Teacher’s Training for Reading Instruction: A Study with Primary Portuguese and American Teachers // Conhecimento disciplinar efectivo, conhecimento percebido...

“…Yet, still other factors may account for the gap between knowledge and perceived knowledge. Eventually primary teachers seldom receive feedback about their knowledge (McCutchen et al, 2002) and they may also not be fully aware of reading instruction requirements (Lopes, 2010;NRP, 2000).…”

Estudios científicos sobre literatura infantil y su didáctica: revisión bibliográfica (2000- 2014)

“…Foy y Mann (2003) sostienen que la LI contribuye a la adquisición del binomio letra-sonido y del primer vocabulario en niños de 4 a 6 años. McCutchen et al (2002) insisten en esta misma línea de que los estudiantes de Educación Primaria desarrollan una buena conciencia fonológica con el trabajo de textos de LI adecuados a su etapa alfabetizadora. Y Jalongo, Dragich, Conrad y Zhang (2002) explican los beneficios que supone para la primera fase de la alfabetización escolar de niños el uso de libros álbum en los que la palabra está al servicio de la imagen.…”