Middle Tennessee State University, Murfreesboro, TN, USA.
Tennessee Center for the Study and Treatment of Dyslexia, Middle Tennessee State University, 200 N. Baird Lane, Murfreesboro, TN, 37130, USA.
Ann Dyslexia. 2019 Apr;69(1):21-33. doi: 10.1007/s11881-018-00174-2.
Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different stages of training provided through 2-year courses that meet the objectives of the International Dyslexia Association (IDA) standards of teacher knowledge and practice. It included 347 K-12 licensed teachers who were at various stages of training when they completed a test of knowledge in the areas of Phonological Sensitivity, Phonemic Awareness, Decoding, Spelling, and Morphology. The level of terminal degree (i.e., BA or MA) held by participating teachers and their amount of teaching experience did not predict performance on the test. In contrast, participating teachers differed in their level of knowledge as a function of how much training they had received as part of a 2-year course. Increased training was associated with elevated levels of knowledge. Moreover, teachers who completed the 2-year training program and went on to obtain certification through a national certifying organization had reliably greater knowledge than those who had not. Additionally, the weakest domains of knowledge across all teachers were in spelling and morphology, suggesting a need for improved training in these domains, given that they are identified deficiencies for persistently poor responders to reading intervention and in children presenting with late emerging forms of reading disability.
解决诵读困难学生的需求需要深入了解阅读干预多维方法的各个组成部分，这需要对所教授语言的结构有一定的理解。本研究探讨了教师对英语语言的了解与通过满足国际诵读困难协会（IDA）教师知识和实践标准目标的为期两年的课程提供的不同阶段培训之间的关联。该研究包括 347 名 K-12 持照教师，他们在完成涉及语音敏感性、音素意识、解码、拼写和形态学等领域的知识测试时处于不同的培训阶段。参与教师的最终学位（即学士或硕士）水平及其教学经验数量并不能预测他们在测试中的表现。相比之下，参与教师的知识水平因他们作为为期两年课程的一部分接受了多少培训而有所不同。培训的增加与知识水平的提高有关。此外，完成两年培训计划并通过国家认证机构获得认证的教师比没有完成培训的教师具有更可靠的知识。此外，所有教师中知识最薄弱的领域是拼写和形态学，这表明需要在这些领域进行改进培训，因为它们被确定为阅读干预反应迟钝者和出现阅读障碍晚发性形式的儿童的缺陷所在。
