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Characterizing the knowledge of educators receiving training in systematic literacy instruction.
K Melissa McMahan1,2, Eric L Oslund3, Timothy N Odegard3,4
1Middle Tennessee State University, Murfreesboro, TN, USA. kmm2bm@mtmail.mtsu.edu.
Annals of Dyslexia
|January 24, 2019
Summary
Teacher training significantly improves knowledge of English language structure for reading intervention. Increased training and certification correlate with higher expertise, especially in phonological skills, benefiting students with dyslexia.
Area of Science:
- Education
- Linguistics
- Special Education
Background:
- Effective reading intervention for dyslexia necessitates comprehensive teacher knowledge of language structure.
- The International Dyslexia Association (IDA) outlines essential standards for teacher knowledge and practice.
Purpose of the Study:
- To investigate the relationship between K-12 teachers' knowledge of English language structure and their training.
- To identify specific areas of teacher knowledge that may require enhanced training for reading intervention.
Main Methods:
- A knowledge test assessing Phonological Sensitivity, Phonemic Awareness, Decoding, Spelling, and Morphology was administered to 347 K-12 teachers.
- Teacher training levels, degree attainment (BA/MA), and teaching experience were analyzed in relation to test performance.
Main Results:
- Teacher knowledge was positively associated with the extent of 2-year training, not with degree level or experience.
- Teachers completing the 2-year program and national certification demonstrated superior knowledge.
- Spelling and morphology were identified as the weakest knowledge domains across all participants.
Conclusions:
- Extended, specialized training is crucial for enhancing teacher expertise in reading intervention components.
- Targeted improvements in training for spelling and morphology are needed to address persistent reading difficulties in students.
- Teacher certification may serve as an indicator of higher knowledge in language structure relevant to dyslexia intervention.
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