Peter Effect in the Preparation of Reading Teachers

The Peter Effect ( Applegate & Applegate, 2004 ) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare...

Full description

Saved in:
Bibliographic Details
Published in:Scientific studies of reading 2012-11, Vol.16 (6), p.526-536
Main Authors: Binks-Cantrell, Emily, Washburn, Erin K., Joshi, R. Malatesha, Hougen, Martha
Format: Article
Language:English
Subjects:
Early Reading
Knowledge Level
Language
Language instruction
Language proficiency
Morphology (Languages)
Phonemic Awareness
Phonics
Reading Achievement
Reading Teachers
Teacher Education
Teacher Educators
United States
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The Peter Effect ( Applegate & Applegate, 2004 ) claimed that one cannot be expected to give what one does not possess. We applied this notion to reading teacher preparation and hypothesized that teacher educators who do not possess an understanding of basic language constructs would not prepare teacher candidates with an understanding of these constructs considered essential for early reading success. Results from a survey of basic language constructs revealed similar patterns in performance between teacher educators and their respective teacher candidates, which served as initial validation of the Peter Effect in reading teacher preparation.
ISSN:1088-8438
1532-799X
DOI:10.1080/10888438.2011.601434