First-Year Teacher Knowledge of Phonemic Awareness and Its Instruction

Converging evidence has identified phonemic awareness (PA) as one of five essential components of beginning reading instruction. Evidence suggests that many teachers do not have the recommended knowledge or skills sufficient to provide effective PA instruction within the context of scientifically va...

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Bibliographic Details
Published in:Teacher education and special education 2009-08, Vol.32 (3), p.270-289
Main Authors: Cheesman, Elaine A., McGuire, Joan M., Shankweiler, Donald, Coyne, Michael
Format: Article
Language:English
Subjects:
Beginning Reading
Childhood
Early Childhood Education
Education
Educational programs
Elementary Education
General Education
Phonemes
Phonemic Awareness
Phonics
Phonology
Professional training
Reading Instruction
Skills
Special education
Special Education Teachers
Teacher Characteristics
Teacher education
Teacher Education Programs
Teachers
Written language
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Summary:Converging evidence has identified phonemic awareness (PA) as one of five essential components of beginning reading instruction. Evidence suggests that many teachers do not have the recommended knowledge or skills sufficient to provide effective PA instruction within the context of scientifically validated reading education. This study examines the knowledge of PA instruction of 223 first-year teachers initially certified in special education, early childhood education, and elementary education. Results indicate that significant numbers of beginning special and general education teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of PA, confuse PA with phonics, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into phonemes. Special educators did not have significantly more knowledge or skills than their general education counterparts. These findings suggest that university teacher education programs may not be providing future teachers with sufficient content or practice with respect to PA instruction.
ISSN:0888-4064
1944-4931
DOI:10.1177/0888406409339685