Literacy knowledge among teachers: Considerations for implementation of the RtI initiative

Abstract

A literacy knowledge assessment survey was designed to assess in-service teachers' literacy knowledge and determine the effect of professional training in reading instruction, teaching credentials, and years of experience on their literacy knowledge. This quantitative study used descriptive statistics to examine the relationship between variables of teacher demographics (professional development participation, professional development content, courses taken at a college or university, teaching credentials, and years of experience), comparisons between teachers who teach elementary general education, secondary general education (English/language arts), special education, and those who are reading teachers/reading specialists/literacy coaches, and comparisons between novice and veteran teachers. This study was conducted in one school district in Pennsylvania. Univariate ANOVA analysis demonstrated statistically significant differences in the literacy knowledge of those who were trained in data analysis. Independent t-tests indicated a significant effect for Teaching Certification with those certified in special education receiving higher scores than those certified in English or middle level language arts. There was also a significant effect for Current Teaching Position with those who were a reading teacher/specialist or literacy coach receiving higher scores than those who taught English or middle level language arts. iii Dedication The author wishes to dedicate this work to the memory of her grandmother, Dorothy E. Conner, who passed on a love of learning and respect for education. I am grateful for all the support I have received while researching and writing this dissertation. Thanks especially go to the following individuals: My Family, especially my daughters, Julia and Ava, who have endured me throughout the process with unyielding support and love.