Perceptions and Knowledge of Literacy Constructs by Elementary School Teachers of ELLs

被引：3

作者：

Barr, Sheldon M. ^{[1
]}

Eslami, Zohreh R. ^{[2
]}

Joshi, R. Malatesha ^{[2
]}

Slattery, G. Patrick, Jr. ^{[2
]}

Hammer, Janet ^{[2
]}

机构：

[1] Accountabil & Leadership Solut, Reg Educ Serv Ctr 4, 7145 West Tidwell Rd, Houston, TX 77092 USA

[2] Texas A&M Univ, Coll Educ & Human Dev, College Stn, TX USA

来源：

EDUCATIONAL FORUM | 2016年 / 80卷 / 01期

关键词：

curriculum and instruction; elementary education; English as a second language education; reading/emerging literacy; teacher education/certification;

D O I：

10.1080/00131725.2015.1102364

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Weak classroom instruction and low literacy levels of elementary school students are often associated with teachers who lack a basic understanding of the literacy constructs related to the English language. Is there a similar contributing factor related to the low literacy levels of young English language learners (ELLs)? What do elementary school teachers of ELLs perceive and know relative to evidence-based literacy constructs? Study results indicate that teachers' perceptions and knowledge did not correlate.

引用

页码：61 / 78

页数：18

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