Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

Goldfeld, Sharon; Snow, Pamela; Eadie, Patricia; Munro, John; Gold, Lisa; Orsini, Francesca; Connell, Judy; Stark, Hannah; Watts, Amy; Shingles, Beth

doi:10.1080/10888438.2020.1714629

Cited by 20 publications

(36 citation statements)

References 34 publications

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“…Research has demonstrated that p values are highly sensitive to sample size. Thus, having a statistically nonsignificant p value does not always mean an effect is not there (e.g., Thompson, 1999Thompson, , 2007, which is evident in some of our findings (see Table 3; Goldfeld et al, 2021;Gormley & Ruhl, 2007;McMahan et al, 2019;Spear Swerling & Brucker, 2003, 2004. This discrepancy between statistical signifi cance and effect size could be a statistical power issue, typically due to inadequate samples.…”

Section: Discussionmentioning

confidence: 72%

“…Three studies (Carlisle et al, 2016; Driver et al, 2014; Kennedy et al, 2013) used a 10–15‐minute content acquisition podcast on phonological awareness in addition to regular coursework during one class session of a university literacy course and found moderate to large effects. Finally, Goldfeld et al (2021) reported small, statistically nonsignificant effects on phonological awareness ( g = 0.33) and small, statistically significant effects on phonemic awareness ( g = 0.46) for inservice teachers through brief face‐to‐face instruction (i.e., one out of four days was explicitly devoted to phonological and phonemic awareness instruction, vocabulary, and grammar) accompanied by access to an online, self‐directed file library (i.e., training notes, modeling videos, teaching resources) and support from an expert literacy coach.…”

Section: Resultsmentioning

confidence: 99%

“…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%

“…Finally, Goldfeld et al (2021) reported small, statistically nonsig nificant effects on phonological awareness (g = 0.33) and small, statistically significant effects on phonemic aware ness (g = 0.46) for inservice teachers through brief face to face instruction (i.e., one out of four days was explicitly devoted to phonological and phonemic awareness instruction, vocabulary, and grammar) accompanied by access to an online, self directed file library (i.e., training notes, modeling videos, teaching resources) and support from an expert literacy coach. Further, small effects (g = 0.17-0.46) were still evident for most measures (five out of six) at follow up assess ments three weeks (Driver et al, 2014;Kennedy et al, 2013) and one year (Goldfeld et al, 2021) following train ing. Specifically, Driver and colleagues (2014) found that small effects remained for phonemic awareness knowl edge (g = 0.17) and application (g = 0.34).…”

Section: Impact Of Teacher Preparation and Teacher Training On Levels Of Teacher Knowledge Phonological Awarenessmentioning

confidence: 94%

“…Thirteen studies addressed phonics knowledge (Brady et al, 2009;Brownell et al, 2017;Carreker et al, 2010;Englert et al, 2020;Goldfeld et al, 2021;Gormley & Ruhl, 2007;Leader Janssen & Rankin Erickson, 2013;McMahan et al, 2019;Peltier et al, 2020;Purvis et al, 2016;Spear Swerling, 2009;Spear Swerling & Brucker, 2003, 2004. Across these studies (see Table 3), PST coursework focused on building orthographic knowledge and the systematic, explicit teach ing of word decoding to young students.…”

Section: Phonicsmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 72%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Impact Of Teacher Preparation and Teacher Training On Levels Of Teacher Knowledge Phonological Awarenessmentioning

confidence: 94%

Section: Phonicsmentioning

confidence: 99%

See 3 more Smart Citations

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

Teachers’ content knowledge about oral language: measure development and evidence of initial validity

et al. 2022

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A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

et al. 2022

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The Better Start Literacy Approach (BSLA) is a strengths-based approach to supporting children’s literacy learning in their first year of school. Previous research has shown the approach is effective at accelerating foundational literacy knowledge in children with lower levels of oral language. This study examined the impact of the BSLA for children with varied language profiles and across schools from diverse socioeconomic communities. Additionally, a controlled analysis of the impact of Tier 2 teaching within a response to teaching framework was undertaken. Participants included 402 five-year-old children from 14 schools in New Zealand. A randomised delayed treatment design was utilised to establish the effect of Tier 1 teaching. Analyses showed a significant Tier 1 intervention effect for phoneme awareness, letter-sound knowledge, non-word reading and non-word spelling. There was no difference in intervention effects across socioeconomic groupings. Children were identified for Tier 2 teaching after 10 weeks of Tier 1 implementation. The progress of 98 children in response to Tier 2 teaching was compared to 26 children who met Tier 2 criteria but received only Tier 1 teaching within this study. Children in the Tier 2 group scored significantly higher on phonological awareness, non-word reading, and spelling than the control group at the post-Tier 2 assessment point, after controlling for pre-Tier 2 scores. The results suggest that a proactive strengths-based approach to supporting foundational literacy learning in children’s first year of school benefits all learners. The findings have important implications for early provision of literacy learning support in order to reduce current inequities in literacy outcomes.

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Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention

Cited by 20 publications

References 34 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

Teachers’ content knowledge about oral language: measure development and evidence of initial validity

A better start literacy approach: effectiveness of Tier 1 and Tier 2 support within a response to teaching framework

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