Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades.

Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades. Ann Dyslexia. 2019 Jan 03;: Authors: Wijekumar KK, Beerwinkle AL, Harris KR, Graham S Abstract The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension and literacy practices gathered during a recent cluster randomized control trial on a reading comprehension intervention conducted with 280 fourth and fifth-grade teachers and their classroom students. We also conducted focus group interviews with 43% of the teachers and observed 90% of the teachers once during the implementation years. For writing, we used data collected from 32 teachers during a 3-year design project for a teacher-led computer-supported writing intervention. We also collected data from groups of school administrators using structured interviews during both studies. Finally, we conducted an artifact review of school curricula and posted professional development (PD) plans. Our results show that in both reading comprehension and writing, all teachers reported not receiving sound evidence-based pre-service preparation and they were not currently employing any evidence-based approaches....
Source: Annals of Dyslexia - Category: Neurology Authors: Tags: Ann Dyslexia Source Type: research