Teachers don’t know as much as they think: Study of teachers’ awareness of research-based literacy practices

This research built on and supports earlier work by Cunningham, Perry, Stanovich, and Stanovich (2004) and explored teacher’s knowledge and perception of knowledge about phonics, phonological awareness, and syllabication.  Teachers in this study overestimated their knowledge of phonemic awareness, phonetic principles, and specific terminology.  Teachers overall knowledge in the areas investigated revealed a weak knowledge base.  An interesting finding was that 48% of the participants felt that phonics was the most important skill required for effective reading; however they had not mastered the terminology or the phonetic principles to adequately instruct children in these skills.
Click here to read this research by Al-Hazza, Fleener, and Hager published in The Reading Matrix, 2008

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About ogmsl

Fellow with the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). I have a Masters Degree in Education from OISE/University of Toronto and am a certified Ontario teacher. Family connection with dyslexia. Past President of ONBIDA - Ontario Branch of International Dyslexia Association. In Private practice working with students of all ages and also teacher training.
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