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ERIC Number: EJ880767
Record Type: Journal
Publication Date: 2010-May
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1940-4158
Australian Pre-Service Teachers' Knowledge of Phonemic Awareness and Phonics in the Process of Learning to Read
Fielding-Barnsley, Ruth
Australian Journal of Learning Difficulties, v15 n1 p99-110 May 2010
Recent Australian and international government reports refer to the importance of teacher knowledge in the sound structure of language and its relationship to beginning reading. In this study, a group of 162 pre-service teachers responded to a questionnaire including questions related to their attitudes towards using phonics instruction in the teaching of reading, their knowledge of phonemic awareness and how well prepared they felt to teach beginning reading. Results indicated that most pre-service teachers agreed that phonics was important in teaching reading. However, even though most teachers were able to correctly identify the concept of a phoneme, most could not transfer this knowledge to the counting of phonemes in words. Results also indicated that most pre-service teachers did not feel well prepared to teach beginning readers. It is suggested that these teachers need explicit training in understanding the sound structure of language in order to become effective teachers of reading. (Contains 3 tables and 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia