A comparison of schools: teacher knowledge of explicit code-based reading instruction

Cohen, Rebecca A.

doi:10.1007/s11145-016-9694-0

Cited by 26 publications

(21 citation statements)

References 43 publications

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“…Findings from Stark et al (2015) echo earlier studies of Australian teachers (Fielding-Barnsley and Purdie, 2005;Mahar and Richdale, 2008) and international teachers' (e.g. Arrow et al, 2019;Bos et al, 2001;Cohen et al, 2017) incomplete knowledge about linguistic constructs that are considered critical for teaching reading competently. Importantly, Stark et al (2015) identified no significant relationship between teachers' perceived knowledge about language and linguistic constructs and their actual performance on the questionnaire.…”

Section: Discussionsupporting

confidence: 73%

Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not?

Serry

Levickis

2020

Child Language Teaching and Therapy

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A cross-sectional online survey was completed by 219 speech-language therapists (SLTs) to explore their views and practices when working with children and adolescents who have literacy difficulties. They were recruited via 11 workshops hosted by Speech Pathology Australia, held across Australia and completed the survey prior to attending their respective workshop. Participants reported overwhelming support for SLTs to work with students struggling to learn literacy and supported not only a role for SLTs to work with children in the preschool years to promote readiness to learn to read at school, but also a role for services to students beyond the early years of school. While SLTs valued specific clinical and collaborative activities, a significant gap was found between their perceived feasibility of those activities and their perceived value. Results show SLTs are less confident providing written support to students than they are in providing phonological awareness and vocabulary interventions. While SLTs clearly value their role in the literacy domain, this study highlights evident gaps in preservice training in this area, as well as a need for improved SLT and teacher knowledge exchange, and collaboration in supporting children and adolescents with literacy difficulties.

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Section: Discussionsupporting

confidence: 73%

Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not?

Serry

Levickis

2020

Child Language Teaching and Therapy

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“…Professional training must reach schools who do not know what they do not know: the problems associated with limited meta‐knowledge in weaker schools are well documented (OfSTED, 2012). The thinking that pupil characteristics can of themselves be blamed for poor outcomes may well have been related to teachers' own false confidence in their limited subject knowledge (Cohen, Mather, Schneider, & White, 2017; Joshi et al, 2009; Stark et al, 2016) and this suggests a persisting problem, albeit with a minority of practitioners. Moreover, lack of any reference to teaching phonics in KS2 in the follow‐up data demonstrates there is still a need to upskill all primary school professionals in the teaching of phonics.…”

Section: Discussionmentioning

confidence: 99%

Training teachers for phonics and early reading: developing research‐informed practice

Flynn

Powell

Stainthorp

et al. 2021

Journal Research in Reading

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Background In England, instruction in systematic synthetic phonics is the first approach to teaching children to read words. There is little research exploring what makes successful training for phonics teaching despite evidence teachers' subject knowledge is limited. There is a persisting problem of underachievement in reading in some regions of England, mirrored in the United States and Australia. In 2017–2018, the Department for Education (DfE) addressed poor reading outcomes in these regions by funding 1‐day training events. We report on one training model, developed and delivered by a team of academics, addressing issues specific to an English context, but contributing internationally relevant insights into phonics teacher training. Methods Research‐informed ‘phonics roadshows’ for training phonics teaching for early reading were devised for 14 regions of England with weak performance on the Year 1 phonics screening check. Five hundred eighty‐four practitioners attended from 379 schools. Participants provided feedback in on‐the‐day written evaluations and by survey 1‐year‐on (100 responses). Local authority officials who attended were interviewed about impacts of the roadshow 1‐year‐on (9 of 14). Qualitative data were analysed using a constructivist grounded theory approach. Results Quantitative data indicated positive responses to the events. Teachers found the day interesting, helpful and likely to impact their practice. Qualitative analysis revealed the need for consistent school‐wide approaches to phonics teaching; follow‐up training to develop teacher subject knowledge for teaching reading; and developing teachers' ability to assess children's progress in developing phonic knowledge and to provide targeted interventions to tackle under‐attainment. Local authority officials concurred with teachers' perceptions, with some differences between them and between regions. Conclusions Research‐informed in‐service training for phonics teaching can have beneficial impact, but must be closely partnered with local needs, and calibrated to teachers' existing subject knowledge, to ensure professionals feel empowered to make sustainable changes and improvements to practice.

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“…Spear Swerling and Cheesman (2012) found that teachers dem onstrated more difficulty in applying knowledge (e.g., giving appropriate examples, recognizing when text is too difficult to decode, understanding the interpretation of assessments) than correctly answering items that assessed content knowledge. Moreover, providing teachers with well designed materials does not correct these misunder standings (R.A. Cohen, Mather, Schneider, & White, 2017). In other words, a well designed curriculum cannot replace a knowledgeable teacher who understands the science of reading and how to use that knowledge to plan for effective literacy instruction (Bembry, Jordan, Gomez, Anderson, & Mendro, 1998;Snow, Barnes, Chandler, Goodman, & Hemphill, 1991).…”

Section: Teacher Knowledgementioning

confidence: 99%

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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A comparison of schools: teacher knowledge of explicit code-based reading instruction

Cited by 26 publications

References 43 publications

Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not?

Are Australian speech-language therapists working in the literacy domain with children and adolescents? If not, why not?

Training teachers for phonics and early reading: developing research‐informed practice

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

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