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ERIC Number: ED545990
Record Type: Non-Journal
Publication Date: 2012
Pages: 141
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-7037-6
ISSN: N/A
Teachers' Perceptions and Pedagogical Content Knowledge of Phonological Awareness, Phonics, and Dyslexia
Williams, Jennifer S.
ProQuest LLC, Ed.D. Dissertation, Walden University
In 2011, a small Midwestern school district referred an increasing number of 2nd-4th grade students, with reading problems due to phonetic and phonological awareness deficits, to the district's intervention team. Framed in Shulman's pedagogical content knowledge model and the International Dyslexia Association's phonological deficit theory of dyslexia, the purpose of this study was to explore kindergarten and first grade teachers' knowledge regarding dyslexia, phonological awareness, and phonics, and to describe how they applied this knowledge in reading intervention groups. The research questions focused on teachers' perceptions of dyslexia, and their pedagogical knowledge and application of phonological awareness and phonics during reading intervention groups. Data collection for this qualitative instrumental case study included semistructured interviews with and lesson plans from 4 kindergarten and first grade teachers, and a district wide survey. Interview and lesson plan data were analyzed using inductive coding and categorical aggregation. Data were triangulated thematically with tabulated survey data. Results indicated that teachers held misconceptions about dyslexia, phonological awareness, and phonics, which affected their instructional decisions during intervention groups. It is recommended that the district provide sustained professional development in dyslexia, phonological awareness and phonics, and adopt a phonological assessment to identify potential reading weaknesses in kindergarten and first grade students. Implications for positive social change include assisting teachers and administrators in identifying and remediating students with dyslexia symptoms, thus, potentially reducing the number of students who experience reading difficulties. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A