Department of Educator and Leadership Preparation, Texas A&M University-San Antonio, San Antonio, Texas.
Department of Teaching, Learning, and Culture, Texas A&M University, College Station, Texas.
Dyslexia. 2020 May;26(2):200-219. doi: 10.1002/dys.1628. Epub 2019 Jul 22.
Teachers' knowledge is a critical component to students learning to read proficiently. The present research sought to determine the literacy knowledge of 150 urban, elementary school teachers from 11 low socio-economic schools in one of nation's largest cities. Teachers' ability to understand concepts relating to phonological awareness, phonemic awareness, alphabetic principle/phonics, and morphology as well as their knowledge about teaching these fundamental skills were assessed through a standardized measure. Using exploratory factor analysis to understand the latent constructs underlying the survey scores and hierarchical linear modelling on factor scores of each construct, the results revealed that teachers located in low socio-economic status schools did not have explicit knowledge needed to effectively teach struggling readers. Although the teachers possessed a high level of knowledge regarding syllable counting skills, they lacked knowledge related to morphology. Practical implications are provided to assist teachers in increasing their literacy knowledge.
教师的知识是学生熟练阅读的关键组成部分。本研究旨在确定全国最大城市之一的 11 所低收入社会经济学校的 150 名城市小学教师的读写知识。通过标准化测试评估教师理解与语音意识、音素意识、字母原则/拼音和形态有关的概念以及教授这些基本技能的能力。利用探索性因子分析来理解调查分数背后的潜在结构，以及对每个结构的因子分数进行层次线性建模，结果表明，位于低收入社会经济地位学校的教师没有有效教授阅读困难学生所需的明确知识。尽管教师在音节计数技能方面具有较高的知识水平，但他们缺乏与形态学相关的知识。提供了实际影响，以帮助教师增加他们的读写知识。
