PRE-SERVICE TEACHERS ARE COMPETENT IN PHONOLOGICAL PROCESSING SKILLS: HOW TO TEACH THE SCIENCE OF READING

被引：3

作者：

Hurford, David P. ^{[1
]}

Fender, Alex C. ^{[1
]}

Swigart, Courtney C. ^{[1
]}

Hurford, Thomas E. ^{[1
]}

Hoover, Brogan B. ^{[1
]}

Butts, Shanise R. ^{[1
]}

Cullers, Kayla R. ^{[1
]}

Boux, Jordan L. ^{[1
]}

Wehner, Stephanie J. ^{[1
]}

Hevel, Jordan K. ^{[1
]}

Renner, Lauren P. ^{[1
]}

Overton, Keith B. ^{[1
]}

Dumler, Julie D. ^{[1
]}

Wilber, Laura M. ^{[1
]}

机构：

[1] Pittsburg State Univ, Ctr READing, 1701 S Broadway, Pittsburg, KS 66762 USA

来源：

READING PSYCHOLOGY | 2016年 / 37卷 / 06期

关键词：

D O I：

10.1080/02702711.2015.1133464

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Approximately 20% of students experience reading failure each year. One of the difficulties associated with this large percentage is that it has been documented that pre-service teachers may not be receiving the most appropriate training regarding reading acquisition. The present study sought to determine if pre-service teachers were proficient in phonological processing skills and thus capable of learning concepts for which these skills are prerequisite. One-hundred sixty-four participants (85 pre-service teachers and 79 non-education majors) were administered the Comprehensive Test of Phonological Processing (CTOPP). The results indicated that pre-service teachers' phonological processing skills were sufficiently developed and not significantly different from non-education majors or from the CTOPP's normative sample. These students have the ability to learn the concepts related to the science of reading. Components of an appropriate curriculum for pre-service teachers such that they can acquire this knowledge are discussed.

引用

页码：885 / 916

页数：32

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