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
Department, Program, or Center
Department of Psychology (CLA)
Lewis, Casey L., "Teachers’ knowledge of English phonology and attitudes toward reading instruction as related to student outcomes" (2008). Thesis. Rochester Institute of Technology. Accessed from
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