ERIC Number: ED313371
Record Type: Non-Journal
Publication Date: 1986-Oct
Reference Count: N/A
An Assessment of Prospective Teachers' Cognitive Knowledge of Appropriate Instructional Strategies for Teaching Letter Sounds to First Grade Children.
Moore, Blaine H.; Harris, Bruce R.
This study sought to determine whether prospective teachers at Utah's Brigham Young University (BYU) could articulate in writing appropriate instructional strategies for teaching the letter sounds to beginning readers in the first grade. The study was designed to be the first in a series of studies to find out if Elementary Education students are learning appropriate instructional strategies for teaching phonics. The assumption is made in the study that if a student has a cognitive knowledge of appropriate methods and can articulate that knowledge on paper, there is a high degree of probability the student will be able to implement these strategies in the classroom. A random sample of 26 students responded to a questionnaire developed to assess what teaching strategies a student would use to teach the letter sounds. Since the implicit and explicit approaches to instruction are accepted as the two major ways for teaching phonics, the students were asked to list appropriate teaching strategies for the approach they were taught. Results indicated that the students did not demonstrate the ability to articulate in writing an appropriate knowledge of teaching the letter sounds to their pupils. A copy of the questionnaire is appended. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A