ERIC Number: EJ1098175
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 35
The Big 5: Teacher Knowledge and Skill Acquisition in Early Literacy
Vesay, Joanne P.; Gischlar, Karen L.
Reading Horizons, v52 n3 Article 5 p281-303 May-Jun 2013
In this study, the investigators surveyed 215 early childhood educators throughout New Jersey and eastern Pennsylvania to determine teacher knowledge and training in early literacy instruction, with a focus on The 5 Big Ideas in Reading as identified by the National Reading Panel: phonological awareness, accuracy and fluency, alphabetic principle, vocabulary, and comprehension (National Reading Panel, 2000; Walpole, McKenna, Uribe-Zarain, & Lamitina, 2010). The survey response totals indicated that of the five literacy domains, early childhood teachers were most likely to have had training in phonological awareness and least likely to have had training in the domain of vocabulary. Across all critical domains of early literacy, professional development was the most common training format and mentoring was the least common training format.
Descriptors: Emergent Literacy, Teacher Characteristics, Early Childhood Education, Teacher Surveys, Literacy Education, Reading, Phonological Awareness, Vocabulary, Professional Development, Preschool Teachers, Accuracy, Reading Fluency, Reading Comprehension, Alphabets, Literacy, Public Schools, Private Schools, Teaching Experience, Reading Skills, Preschool Education, General Education, Special Education
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A
Identifiers - Location: New Jersey; Pennsylvania