A Comparison of Schools: Teacher Knowledge of Explicit Code-Based Reading Instruction

Persistent Link:
http://hdl.handle.net/10150/338706
Title:
A Comparison of Schools: Teacher Knowledge of Explicit Code-Based Reading Instruction
Author:
Cohen, Rebecca A.
Issue Date:
2014
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this study, 114 kindergarten through third grade teachers were surveyed using The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students to investigate how teachers perceived their preparedness to teach emergent and struggling readers, their knowledge level in the areas of phonemic awareness and phonics, their certainty of their knowledge level, and the extent they were able to define and apply this knowledge. Two groups of schools were compared. In one group, 60 teachers were using a school-wide, code-based reading program (CBRP), and in the other group 54 teachers were not (NCBRP). Both groups averaged 63% on the survey, and no significant differences existed between the two groups on levels of preparation or knowledge base. CBRP teachers believed they possessed more knowledge than the NCBRP teachers, although, they did not. The majority of teachers did not possess the necessary code-based reading knowledge, concepts, or skills to teach beginning and struggling readers. Thus, teacher preparation programs continue to fall short in providing teachers with adequate training on English language structure.
Type:
text; Electronic Dissertation
Keywords:
reading instruction; teacher knowledge; teacher preparation; phonology; Special Education
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education
Degree Grantor:
University of Arizona
Advisor:
Mather, Nancy

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleA Comparison of Schools: Teacher Knowledge of Explicit Code-Based Reading Instructionen_US
dc.creatorCohen, Rebecca A.en_US
dc.contributor.authorCohen, Rebecca A.en_US
dc.date.issued2014-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn this study, 114 kindergarten through third grade teachers were surveyed using The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students to investigate how teachers perceived their preparedness to teach emergent and struggling readers, their knowledge level in the areas of phonemic awareness and phonics, their certainty of their knowledge level, and the extent they were able to define and apply this knowledge. Two groups of schools were compared. In one group, 60 teachers were using a school-wide, code-based reading program (CBRP), and in the other group 54 teachers were not (NCBRP). Both groups averaged 63% on the survey, and no significant differences existed between the two groups on levels of preparation or knowledge base. CBRP teachers believed they possessed more knowledge than the NCBRP teachers, although, they did not. The majority of teachers did not possess the necessary code-based reading knowledge, concepts, or skills to teach beginning and struggling readers. Thus, teacher preparation programs continue to fall short in providing teachers with adequate training on English language structure.en_US
dc.typetexten
dc.typeElectronic Dissertationen
dc.subjectreading instructionen_US
dc.subjectteacher knowledgeen_US
dc.subjectteacher preparationen_US
dc.subjectphonologyen_US
dc.subjectSpecial Educationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMather, Nancyen_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberMaker, C. Juneen_US
dc.contributor.committeememberLiaupsin, Carlen_US
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