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An Examination of Teachers' Discipli...

Lazich, Samantha.

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An Examination of Teachers' Disciplinary Knowledge of Early Literacy Instruction.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Examination of Teachers' Disciplinary Knowledge of Early Literacy Instruction./
Author:	Lazich, Samantha.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	135 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Reading instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10826918
ISBN:	9780438019362

An Examination of Teachers' Disciplinary Knowledge of Early Literacy Instruction.
Lazich, Samantha.

An Examination of Teachers' Disciplinary Knowledge of Early Literacy Instruction. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 135 p.

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--DePaul University, 2018.

Teacher knowledge in early literacy instruction has been questioned in the field for over 20 years. A theoretical framework outlined by Chall, coupled with the findings of the National Reading Panel, provides a strong foundation for the disciplinary knowledge required to teach children to read. The Basic Language Constructs Survey, a tool developed by Cantrell, Joshi, and Washburn, was designed to evaluate teachers' knowledge, skills, and perceptions associated with the language and literacy concepts necessary for early literacy instruction. Developers of this instrument have reported findings of a study exploring the psychometric properties of the survey and investigations using the tool with college professors and preservice teachers; however, no evaluations to date have been conducted with practicing teachers. Using the Basic Language Constructs Survey, this study examined 65 practicing K-8 teachers' perceptions, knowledge, and skills of the basic language constructs necessary for early literacy instruction and for assisting students experiencing reading difficulties in grades three and above. The investigation revealed limited disciplinary knowledge among practicing teachers in the areas of phonological awareness, phonemic awareness, phonics, and morphology. Results revealed that success rates for participants were higher on skill-based items as compared to knowledge-based items. Findings also indicated that teachers' estimates of their knowledge were aligned with their actual knowledge. Suggestions for using results to guide teacher professional development and directions for future research are also provided.

ISBN: 9780438019362Subjects--Topical Terms:

2122756
Reading instruction.

An Examination of Teachers' Disciplinary Knowledge of Early Literacy Instruction.
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520 $a Teacher knowledge in early literacy instruction has been questioned in the field for over 20 years. A theoretical framework outlined by Chall, coupled with the findings of the National Reading Panel, provides a strong foundation for the disciplinary knowledge required to teach children to read. The Basic Language Constructs Survey, a tool developed by Cantrell, Joshi, and Washburn, was designed to evaluate teachers' knowledge, skills, and perceptions associated with the language and literacy concepts necessary for early literacy instruction. Developers of this instrument have reported findings of a study exploring the psychometric properties of the survey and investigations using the tool with college professors and preservice teachers; however, no evaluations to date have been conducted with practicing teachers. Using the Basic Language Constructs Survey, this study examined 65 practicing K-8 teachers' perceptions, knowledge, and skills of the basic language constructs necessary for early literacy instruction and for assisting students experiencing reading difficulties in grades three and above. The investigation revealed limited disciplinary knowledge among practicing teachers in the areas of phonological awareness, phonemic awareness, phonics, and morphology. Results revealed that success rates for participants were higher on skill-based items as compared to knowledge-based items. Findings also indicated that teachers' estimates of their knowledge were aligned with their actual knowledge. Suggestions for using results to guide teacher professional development and directions for future research are also provided.
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