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ERIC Number: EJ1066623
Record Type: Journal
Publication Date: 2008-Sep
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1533-242X
Primary Teachers' Knowledge and Knowledge Calibration of Early Literacy Practices
Al-Hazza, Tami Craft; Fleener, Charlene; Hager, Jane
Reading Matrix: An International Online Journal, v8 n2 p1-11 Sep 2008
This research design was based on the knowledge calibration work by Cunningham, Perry, Stanovich, and Stanovich (2004). One hundred and forty-one full time teachers participated in a four day professional development workshop on research-based reading instruction. Participants were administered a three-part survey comprised of 1) demographic information 2) knowledge calibration items measuring perceived understanding of phonics, phonological awareness, and syllabication and 3) phonics pretest published in Self-Paced Phonics: A Text for Educators (2005). There were statistically significant differences between participants who rated their knowledge as high and those who rated their knowledge as low on the phonological and phonics items. However, teachers in this study overestimated their knowledge of phonological awareness and phonics. There were no significant differences between those who rated their knowledge as high as compared to those who rated their knowledge as low on the subtest knowledge of syllabication. In addition, no significant differences were found between new teachers and experienced teachers in their knowledge in the three domains. The results and discussion address the importance of knowledge calibration to develop professional educational experiences for new and experienced teachers.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A