Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction

Springer Science and Business Media LLC - Tập 69 - Trang 99-113 - 2019
Alison W. Arrow1, Christine Braid2, James W. Chapman2
1College of Education, Health and Human Development Te Rāngai Ako me te Hauora, University of Canterbury, Christchurch, New Zealand
2College of Humanities and Social Sciences, Massey University, Palmerston North, New Zealand

Tóm tắt

Teacher’s knowledge can influence the act of teaching and affect children’s learning outcomes. Linguistic and language knowledge of teachers plays an important role in supporting learners at the beginning to read stage. This study examines the language and linguistic knowledge of teachers of beginning readers in New Zealand, how these teachers perceive their own practices in teaching reading, and the relationship with the nature of observed instructional practices. The teachers in the study used predominantly implicit approaches to early reading instruction, with word-level instruction and prompting used only after context, even when teachers with high linguistic knowledge used implicit approaches, suggesting that teacher’s knowledge is not sufficient, on its own, to ensure effective, explicit, word-level instruction to beginning readers.

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Springer Science and Business Media LLC

Tập 69

99-113

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