Document Type

Article

Publication Date

2008

Publication Title

The Reading Matrix

Volume

8

Issue

1

Pages

1-11

Abstract

This research design was based on the knowledge calibration work by Cunningham, Perry, Stanovich, and Stanovich (2004). One hundred and forty-one full time teachers participated in a four day professional development workshop on research-based reading instruction. Participants were administered a three-part survey comprised of 1) demographic information 2) knowledge calibration items measuring perceived understanding of phonics, phonological awareness, and syllabication and 3) phonics pretest published in Self-Paced Phonics: A Text for Educators (2005). There were statistically significant differences between participants who rated their knowledge as high and those who rated their knowledge as low on the phonological and phonics items. However, teachers in this study overestimated their knowledge of phonological awareness and phonics. There were no significant differences between those who rated their knowledge as high as compared to those who rated their knowledge as low on the subtest knowledge of syllabication. In addition, no significant differences were found between new teachers and experienced teachers in their knowledge in the three domains. The results and discussion address the importance of knowledge calibration to develop professional educational experiences for new and experienced teachers.

Comments

Published under an Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license

https://creativecommons.org/licenses/by-nc-nd/4.0/

Original Publication Citation

Al-Hazza, T. C., Fleener, C., & Hager, J. (2008). Primary teacher's knowledge and knowledge calibration of early literacy practices. The Reading Matrix, 8(1), 1-11.

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