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Kindergarten Teachers' Phonemic Awareness Knowledge and Instructional Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Kindergarten Teachers' Phonemic Awareness Knowledge and Instructional Practices./
作者:	Stonefelt, Heather.
面頁冊數:	1 online resource (175 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30487943click for full text (PQDT)
ISBN:	9798379579104

Kindergarten Teachers' Phonemic Awareness Knowledge and Instructional Practices.
Stonefelt, Heather.

Kindergarten Teachers' Phonemic Awareness Knowledge and Instructional Practices. - 1 online resource (175 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ed.D.)--Widener University, 2023.

Includes bibliographical references

This explanatory mixed-methods research study investigated the relationship between kindergarten teachers' phonemic awareness (PA) knowledge and PA instructional practices. Despite the understanding that PA acquisition is a critical foundational literacy skill needed for future reading achievement (Kilpatrick, 2016; Moats 2020a; Shaywitz & Shaywitz, 2020), teacher's PA knowledge is limited (Meeks & Kemp, 2018: Moats, 2020b). This study was guided in the Pedagogical Content Knowledge conceptual framework (Shulman, 1986) and the Simple View of Reading (Hoover & Gough, 1990). The data was collected in two phases. Phase one included the Teacher Phonemic Awareness Knowledge and Instruction Survey in order to gather data to find the relationship between a teacher's PA knowledge and instructional practices. Pearson's correlations revealed that there is a moderate positive correlation between teachers' PA knowledge and their instructional practices. The second phase included semi-structured interviews to further explain the survey data gathered in phase one. Findings from the interviews revealed four recurring themes: (1) Phonemic awareness knowledge, (2) Phonemic awareness instructional practices, (3) Curriculum dependence, and (4) Need for professional development. Findings revealed some implications for future practice that include providing an explicit, systematic and sequential PA curriculum, and developing PA professional development opportunities for teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379579104Subjects--Topical Terms:

2122756
Reading instruction.
Subjects--Index Terms:

Pedagogical content knowledgeIndex Terms--Genre/Form:

542853
Electronic books.

Kindergarten Teachers' Phonemic Awareness Knowledge and Instructional Practices.
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