Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction.

This study examines the language and linguistic knowledge of teachers of beginning readers in New Zealand, how these teachers perceive their own practices in teaching reading, and the relationship with the nature of observed instructional practices. The teachers in the study used predominantly implicit approaches to early reading instruction, with word-level instruction and prompting used only after context, even when teachers with high linguistic knowledge used implicit approaches, suggesting that teacher's knowledge is not sufficient, on its own, to ensure effective, explicit, word-level instruction to beginning readers. PMID: 30673965 [PubMed - as supplied by publisher]
Source: Annals of Dyslexia - Category: Neurology Authors: Tags: Ann Dyslexia Source Type: research