Explicit Phonological Knowledge of Educational Professionals

Jane Carroll · Gail T. Gillon · Brigid McNeill

41 citations0/0 files storedAsia Pacific Journal of Speech Language and Hearing

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Reading and Literacy Development Phonetics and Phonology Research Language Development and Disorders

Abstract

This study examined the phonological awareness skills of 699 education professionals and paraprofessionals working in New Zealand primary schools. Performance in a phonological awareness test was compared across speech-language pathologists (SLPs, n = 34), primary school teachers (n = 208), teacher aides (n = 49), Resource Teachers of Literacy (RTLits, n = 80), Resource Teachers of Learning and Behavior (RTLBs, n = 26), early childhood educators (ECEs, n = 51), third year College of Education students (3YRBT, n = 98), and first-year College of Education students (1YRBT, n = 153). The results indicated large variability in New Zealand educators' capacity to segment words into sounds. SLPs performed at near ceiling (98% accuracy), whereas junior school teachers performed at 74% accuracy, teacher aides at 63%, ECEs at 56%, RTLits at 89%, RTLBs at 78%, 3rd year College of Education students at 68%, and 1st year College of Education students at 55%. The data suggest professional development in phonological awareness for all the educators as well as pre service teachers and teacher aides is warranted.

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References

2007Teacher professional learning and development: Best evidence synthesis iteration 2003Phonological Awareness: From Research to Practice 2006Knowledge to support the teaching of reading: preparing teachers for a changing world 2004Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy 2003Measuring teachers’ content knowledge of language and reading 2009Further evidence for teacher knowledge: supporting struggling readers in grades three through five 2009First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes 2007The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study

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