Knowledge, Skills, and Practices Concerning Phonological Awareness Among Early Childhood Education Teachers

A sample of 83 kindergarten teachers participated in this study to examine their knowledge, skills, and classroom practices concerning phonological awareness. Analyses of data revealed significant gaps between knowledge and practice, knowledge and skills, and skills and practice. The gap between kno...

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Bibliographic Details
Published in:Journal of research in childhood education 2010-04, Vol.24 (2), p.172-185
Main Authors: Alghazo, Emad M., Al-Hilawani, Yasser A.
Format: Article
Language:English
Subjects:
Classroom discussion
Classroom management
Classroom techniques
Early Childhood Education
Early childhood educators
Early Reading
Evaluation
Foreign Countries
Inservice Teacher Education
Kindergarten
Kindergarten teachers
Knowledge
Language awareness
Likert Scales
Literacy
Observation
observations
Phonemes
Phonetics
Phonological Awareness
practice
Preschool Teachers
Questionnaires
Reading Ability
Reading Difficulties
Reading Instruction
Reading Skills
self-reporting
Skills
Spelling
Teaching Experience
United Arab Emirates
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Summary:A sample of 83 kindergarten teachers participated in this study to examine their knowledge, skills, and classroom practices concerning phonological awareness. Analyses of data revealed significant gaps between knowledge and practice, knowledge and skills, and skills and practice. The gap between knowledge and skills, on one hand, and classroom practices, on the other hand, was significantly noticeable, an indication that participants did not practice, in reality, significant proportions of their knowledge and skills during teaching. Analyses showed that in-service training affected the result of this study and that skills in phonological awareness predicted classroom practices.
ISSN:0256-8543
2150-2641
DOI:10.1080/02568541003635276