Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio‐economic status schools

Pittman, Ramona T.; Zhang, Shuai; Binks‐Cantrell, Emily; Hudson, Alida K.; Joshi, R. Malatesha

doi:10.1002/dys.1628

Cited by 41 publications

(38 citation statements)

References 37 publications

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“…This discrepancy in beliefs and knowledge might obscure teachers' aware ness of the need to increase their knowledge. Moreover, research has demonstrated that teachers may not deepen their knowledge of concepts related to reading instruc tion through teaching experience alone (McCutchen et al, 2002;Pittman et al, 2020;Washburn et al, 2011b).…”

Section: Teacher Preparationmentioning

confidence: 99%

“…Research has consistently demonstrated that for early elementary students and older struggling readers, explicit instruction of foundational literacy skills provides stu dents from a wide variety of backgrounds with the greatest opportunity to learn to read proficiently (e.g., Blachman, Tangel, Ball, Black, & McGraw, 1999;D'Angiulli, Siegel, & Maggi, 2004;Torgesen et al, 2001). However, teachers, in general, have an insufficient understanding of foundational literacy skills necessary for providing effective reading instruction based on the science of reading (e.g., Brady & Moats, 1997;Moats & Foorman, 2003;Pittman, Zhang, Binks Cantrell, Hudson, & Joshi, 2020;Spear Swerling & Cheesman, 2012;Washburn, Binks Cantrell, Joshi, Martin Chang, & Arrow, 2016). Literacy researchers have pointed to teacher preparation programs as the reason for knowl edge gaps among educators (Binks Cantrell, Washburn, Joshi, & Hougen, 2012;Greenberg, Walsh, & McKee, 2015;ILA, 2020;Joshi et al, 2009;Moats, 2014Moats, , 2020, which has stimulated interest in rais ing teachers' literacy knowledge (ILA, 2018;Inter national Dyslexia Association, 2018).…”

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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: Teacher Preparationmentioning

confidence: 99%

mentioning

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

Self Cite

View full text Add to dashboard Cite

show abstract

“…Researchers have critiqued the lack of knowledge base that some practicing K-12 teachers hold to teach beginning and/or struggling readers (Binks-Cantrell, Washburn, & Joshi, 2020;Joshi et al, 2009). Background knowledge about phonics varies for teachers and teacher candidates regarding the more technical aspects of literacy learning in that area (Pittman, Zhang, Binks-Cantrell, Hudson, & Joshi, 2020). Research also has suggested that some teachers have gaps in their background knowledge about phonics (Cunningham, Perry, Stanovich, & Stanovich, 2004;Joshi et al, 2009).…”

Section: Addressing Gaps In Teacher Knowledgementioning

confidence: 99%

Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading

Semingson¹,

Kerns²

2021

Reading Research Quarterly

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In this historical analysis, we examine the context of debates over the role of phonics in literacy and current debates about the science of reading, with a focus on the work and impact of the late literacy scholar Jeanne Chall. We open by briefly tracing the roots of the enduring debates from the 19th and 20th centuries, focusing on beginning reading, decoding, and phonics. Next, we explore insights drawn from the whole language movement as understood by Kenneth Goodman and Yetta Goodman, as well as a synthesis of key ideas from Chall’s critique of the whole language approach. We then analyze the shifts across the three editions of Chall’s Learning to Read: The Great Debate and summarize major ideas from her body of work, such as the stage model of reading development. We suggest that reading instruction should be informed by a broader historical lens in looking at the “science of reading” debates and should draw on a developmental stage model to teaching reading, such as the six‐stage model provided by Chall. We describe implications for educators, textbook publishers, researchers, and policymakers that address the current reading debates, and provide considerations of what Chall might say about learning to read in a digital era given the pressures on teacher educators and teachers to align their practice with what is deemed to be the science of reading.

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“…The researchers were particularly interested in knowing whether service learning benefitted teacher candidates by increasing their literacy knowledge, skills, and efficacy. Research has consistently shown that many in-service teachers are not prepared to teach literacy (Pittman, Zhang, Binks-Cantrell, Hudson, & Joshi, 2019;Joshi et. al, 2009;Moats, 1999); therefore, the researchers were interested in determining if service learning would increase teacher candidates in the aforementioned areas through a servicelearning experience.…”

mentioning

confidence: 99%

Increasing the Literacy Knowledge of Teacher Candidates: Why Service-Learning Matters

Pittman¹,

Garfield²,

Piper

2020

Collaborations: A Journal of Community-Based Research and Practice

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Educator preparation programs seek to provide teacher candidates with authentic learning experiences that support the learning process, and one means is to engage teacher candidates in service-learning. Elementary schools are tasked with improving the literacy outcomes of struggling readers, and community-based programs focused on literacy, seek to improve the literacy achievement of its' citizens. This work explores how an educator preparation program collaborated with a community-based organization to provide elementary, struggling readers with 1:1 literacy instruction via teacher candidates from the local university. The aim is to showcase the process, procedures, and benefits of universities partnering with local PK-12 schools and community-based organizations.

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Teachers' knowledge about language constructs related to literacy skills and student achievement in low socio‐economic status schools

Cited by 41 publications

References 37 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

Where Is the Evidence? Looking Back to Jeanne Chall and Enduring Debates About the Science of Reading

Increasing the Literacy Knowledge of Teacher Candidates: Why Service-Learning Matters

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