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Dyslexia Resources How1 #319421
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+Citations (5) - CitationsAdd new citationList by: CiterankMapLink[1] The Missing Foundation in Teacher Education: Knowledge of the Structure of Spoken and Written Language
Author: Louisa Moats Publication info: 1994, Annals of Dyslexia, Vol. 44 Cited by: David Price 9:52 PM 28 March 2014 GMT Citerank: (1) 321934Louisa Moats - LETRSLouisa Moats talks about how close reading serves as a catalyst for developing the foundational language skills that allow young learners to meet and exceed early literacy standards.6500CFE4 URL:
| Excerpt / Summary Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and to students with reading and spelling difficulties.In this study, experienced teachers of reading, language arts, and special education were tested to determine if they have the requisite awareness of language elements (e.g., phonemes, morphemes) and of how these elements are represented in writing (e.g., knowledge of sound-symbol correspondences). The results were surprisingly poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language structure to be able to provide sufficient instruction in these areas. The utility of language structure knowledge for instructional planning, for assessment of student progress, and for remediation of literacy problems is discussed.
The teachers participating in the study subsequently took a course focusing on phonemic awareness training, spoken-written language relationships, and careful analysis of spelling and reading behavior in children. At the end of the course, the teachers judged this information to be essential for teaching and advised that it become a prerequisite for certification. Recommendations for requirements and content of teacher education programs are presented. |
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