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ERIC Number: EJ1169153
Record Type: Journal
Publication Date: 2018-Jan
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0313-5373
Improving Preservice Teachers' Phonemic Awareness, Morphological Awareness and Orthographic Knowledge
McNeill, Brigid C.
Australian Journal of Teacher Education, v43 n1 Article 2 p28-41 Jan 2018
Few studies have examined the effectiveness of methods to develop preservice teachers' phonemic, morphological and orthographic awareness for spelling instruction. Preservice teachers (n = 86) participated in 10 hours of metalinguistic coursework. The coursework focused on: phonological awareness, orthographic awareness, morphological awareness and utilising such information in spelling assessment. Measures from previous research were utilised to compare participants' performance with other preservice and inservice teachers of varying experience and expertise. The research cohort outperformed the preservice comparison group and their scores approximated that achieved by inservice teachers who had participated in 30 hours of professional development focused on building metalinguistic knowledge for spelling instruction. The results suggest that the coursework was effective at building students' phonemic, morphological and orthographic awareness and this information could be applied to support analysis of spelling errors. Implications for the effective preparation of literacy teachers within preservice programmes are discussed.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A