Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework

Westerveld, Marleen F.; Barton, Georgina

doi:10.14221/ajte.2017v42n12.6

Cited by 5 publications

(4 citation statements)

References 30 publications

(44 reference statements)

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“…In the 14 relevant studies (Brady et al, 2009; Carlisle, Thomas, & McCathren, 2016; Carreker, Joshi, & Boulware‐Gooden, 2010; Driver, Pullen, Kennedy, Williams, & Ely, 2014; Goldfeld et al, 2021; Kennedy, Driver, Pullen, Ely, & Cole, 2013; McMahan, Oslund, & Odegard, 2019; Peltier, Washburn, Pulos, & Peltier, 2020; Purvis, McNeill, & Everatt, 2016; Spear‐Swerling, 2009; Stainthorp, 2004; Westerveld & Barton, 2016, 2017; Zipke & Hauerwas, 2018), three studies used validated measures to assess teachers’ understanding (Purvis et al, 2016; Westerveld & Barton, 2016, 2017). All 14 studies (see Table 3) found small to large effect sizes ( g = 0.27–2.56) on at least one phonological awareness task (i.e., syllable counting, phoneme counting, second‐phoneme identification, or final‐phoneme identification).…”

Section: Resultsmentioning

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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Section: Resultsmentioning

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

View full text Add to dashboard Cite

show abstract

“…The results of the intervention studies (see Table 6) indicated that it is possible to increase preservice teachers’ scores on assessments of technical knowledge through extensive direct instruction, either in person or prerecorded, and through specific instructional activities. The tested interventions included substantial explicit instruction in linguistic concepts, delivered through either live classroom lectures (7–10 hours total; McNeill, 2018; Purvis, McNeill, & Everatt, 2016) or multimedia content modules (Martinussen, Ferrari, Aitken, & Willows, 2015; Sayeski et al, 2015; Westerveld & Barton, 2017). Preservice teachers also improved their scores on technical assessments by participating in mock tutoring (Sayeski et al, 2015) and participating in a field experience in which they tutored students in reading (Al Otaiba et al, 2012).…”

Section: Resultsmentioning

confidence: 99%

Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review

Tortorelli¹,

Lupo²,

Wheatley³

2021

Reading Research Quarterly

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Advocates of the science of reading have argued that (a) teacher preparation programs do not provide adequate preparation to teach code-related reading skills; (b) as a result, teachers lack knowledge of this area of literacy development; and (c) without that knowledge, teachers are unable to effectively teach students to read. In this integrative literature review, we assessed the research evidence for the first claim. We identified 27 studies examining preservice general elementary preparation in code-related instruction, including phonological/phonemic awareness, phonics/decoding, spelling/orthography, and morphology, published between 2001 and 2020. We analyzed the studies to determine (a) how preservice knowledge of code-related instruction has been studied, (b) how preservice teachers' literacy knowledge was defined and assessed in these studies, and (c) primary findings across studies and implications for teacher preparation and future research. We found that the research base largely relied on quantitative multiple-choice assessments that privileged linguistic content knowledge over pedagogical and situated knowledge. The body of research was constrained by narrow definitions of science and knowledge, repetition across studies in methods and data sources, limited samples that overlooked diversity in preservice teachers and elementary contexts, and methodological problems. Thus, we caution against considering the issue of teacher preparation settled, and we offer recommendations for teacher preparation programs and directions for future research.

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“…Westerveld and Barton (2017) studied 158 preservice teachers’ understanding of word- and sound-level processes after completing two online modules focusing on orthographic awareness, phonological awareness, and phonics. End-of-course posttest results suggested that all preservice teachers showed an increase in their understanding of the skills the modules covered with a “relatively simple change to existing coursework” (p. 106).…”

Section: Resultsmentioning

confidence: 99%

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks

Hikida

Chamberlain²,

Tily

et al. 2019

Journal of Literacy Research

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Today’s world requires attention to all aspects of initial literacy teacher preparation, including how and what preservice teachers learn about the component processes of reading. To address this imperative, a review was conducted of articles published from 2000 to 2018 identified through the CITE-ITEL database ( https://cite.edb.utexas.edu ) that reported findings related to reading processes and initial teacher preparation. After an inductive analytic process, the authors organize findings into five focus areas: (a) definitions and delimitations of reading processes, (b) studies of preservice teachers’ beliefs about teaching reading processes, (c) research identifying preservice teachers’ knowledge gaps and misconceptions, (d) intervention studies aimed at increasing preservice teachers’ knowledge, and (e) studies detailing the application of knowledge about reading processes into contexts of pedagogical practice. The discussion considers the current gaps in how reading processes and literacy are conceptualized and possible areas of inquiry related to preservice teacher education and reading processes.

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Enhancing Phonological Awareness and Orthographic Knowledge of Preservice Teachers: An Intervention through Online Coursework

Cited by 5 publications

References 30 publications

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

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

Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review

Reviewing How Preservice Teachers Are Prepared to Teach Reading Processes: What the Literature Suggests and Overlooks

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