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Knowledge foundations for beginning reading teachers in EFL
1Graduate School for Advanced Degrees, Levinsky College of Education, Tel Aviv, Israel. goldfus@netvision.net.il
Abstract:
This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.
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