College of Education, Health and Human Development Te Rāngai Ako me te Hauora, University of Canterbury, Private Bag 4800, Christchurch, New Zealand.
College of Humanities and Social Sciences, Massey University, Palmerston North, New Zealand.
Ann Dyslexia. 2019 Apr;69(1):99-113. doi: 10.1007/s11881-018-00168-0.
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.
教师的知识会影响教学行为，并影响儿童的学习成果。教师的语言和语言学知识在支持学习者的阅读启蒙阶段起着重要作用。本研究考察了新西兰启蒙阅读教师的语言和语言学知识，这些教师如何看待自己的阅读教学实践，以及与观察到的教学实践性质的关系。研究中的教师主要采用隐性方法进行早期阅读教学，只有在语境之后才会使用单词层面的教学和提示，即使是具有较高语言知识的教师也采用隐性方法，这表明仅靠教师的知识本身不足以确保对启蒙阅读者进行有效的、显性的单词层面的教学。
