Abstract

The purpose of this study was to determine if teachers’ knowledge of English phonology and attitudes toward explicit and implicit reading instruction were related to student growth in reading. First-grade teachers completed a knowledge assessment and attitudes survey, and their students were administered reading measures in the spring of kindergarten and first grade. The data were analyzed to determine relationships between teacher variables and student achievement. Moderate correlations emerged between teachers’ knowledge, attitudes toward explicit instruction, and student achievement, but there were no significant correlations between these teacher variables and student reading growth. Teachers with higher levels of knowledge were found to have more positive attitudes regarding explicit instruction, and higher performance on kindergarten reading measures was related to higher performance on first-grade reading measures.

Library of Congress Subject Headings

Reading (Elementary)--United States--Evaluation; Elementary school teachers--United States--Evaluation; English language--Phonology--Study and teaching

Publication Date

2008

Document Type

Thesis

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Lukomski, Jennifer

Advisor/Committee Member

Graney, Suzanne

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LB1573 .L49 2008

Campus

RIT – Main Campus

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