TEACHERS' PERCEPTIONS AND KNOWLEDGE
ABOUT EARLY LITERACY
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Blanche Podhajski, Ph.D.
In the early elementary school years, classroom teachers face the challenging
task of teaching young children how to read. Although many children accomplish
this task successfully, an increasing number fail to acquire basic reading
skills in the primary grades (Lyon, 1999). Unfortunately, children who
read poorly in first and second grade tend to remain poor readers throughout
school (Blachman, 2000; Snow, Burns, and Griffin, 1998). Approximately
75% of the children who struggle with reading in third grade will still
be poor readers in twelfth grade (Francis, Shaywitz, Stuebing, Shaywitz
and Fletcher, 1996).
The National Research Council (1998) and the National Reading Panel (2000) prepared comprehensive research reviews related to what children need to know to learn to read. Their findings indicate children need:
· Rich language experiences (particularly
with Vocabulary)
· Phonological awareness (the insight that words are made up of sound
parts)
· Phonics
· Fluency
· Comprehension
Although teachers and teacher preparation are critical factors, studies
consistently find that teachers have limited knowledge about how the
language works and how it interfaces with the teaching of early reading
(Mather et al., 2001; Moats, 1994; Troyer & Yopp, 1990).
Teachers from Vermont, Arizona and Texas participated in professional development programs to increase their knowledge and skills about using research based explicit instruction to improve reading outcomes for primary grade students. TIME (Training in Instructional Methods of Efficacy) for Teachers was developed at the Stern Center for Language and Learning, through a six year grant from the Freeman Foundation, to provide training to primary educators in Vermont through a comprehensive course and year long mentorship at teacher participants' schools. Project RIME (Reading Instructional Methods of Efficacy) was an adaptation of TIME for Teachers delivered to preservice and inservice teachers in Arizona and Texas.
A study from this project assessed TIME and RIME teacher participants'
beliefs and knowledge about early literacy. Results showed the following:
· Educators expressed positive attitudes about teaching phonics concepts
explicitly and implicitly
(through literature or whole language instruction).
· However, teachers demonstrated limited knowledge of phonological awareness
or terminology related to
how the language works and phonics.
· Additionally, they perceived themselves as only somewhat prepared to
teach early reading to struggling readers.
These findings indicate a continuing mismatch between what educators believe and know and what research supports as effective early reading instruction for children at risk for reading difficulties. Implications support continuing efforts to inform and reform teacher education.
This summary is taken from Perceptions and Knowledge of Preservice and Inservice Educators about Early Reading Instruction by Bos, Mather, Dickson, Podhajski, and Chard, Annals of Dyslexia, 2001.
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