Connecting the Dots: From Teachers’ Perceived Ability to Teach Reading and Their Knowledge of Language and Literacy Concepts to Students’ Reading Growth
-д хадгалсан:
| -д хэвлэсэн: | Behavioral Sciences vol. 15, no. 10 (2025), p. 1408-1426 |
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| Үндсэн зохиолч: | |
| Бусад зохиолчид: | , , |
| Хэвлэсэн: |
MDPI AG
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| Нөхцлүүд: | |
| Онлайн хандалт: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Шошгууд: |
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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MARC
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| 001 | 3265830690 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2076-328X | ||
| 024 | 7 | |a 10.3390/bs15101408 |2 doi | |
| 035 | |a 3265830690 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231431 |2 nlm | ||
| 100 | 1 | |a Guilbault, Pamela |u Catholic Independent Schools of Nelson Diocese, Kelowna, BC V1W 4M7, Canada | |
| 245 | 1 | |a Connecting the Dots: From Teachers’ Perceived Ability to Teach Reading and Their Knowledge of Language and Literacy Concepts to Students’ Reading Growth | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a The purpose of this study was two-fold: (a) to examine the joint contribution of teachers’ knowledge of foundational language and literacy concepts and their perceived ability to teach reading to their students’ reading growth, and (b) to examine whether the effects of these factors were mediated by teachers’ perceived ability to differentiate instruction. A total of 32 language arts teachers and their 582 Grade 3 to 9 students (48% female) participated in the study. Teachers completed a survey on their knowledge of phonological awareness, phonics and morphology, and also rated their ability to teach different reading skills and to differentiate reading instruction. Children were assessed at the beginning and end of the school year on the Test of Word Reading Efficiency-2 and on the Test of Silent Reading Efficiency and Comprehension. Results of multilevel modeling indicated that teachers’ knowledge had a direct effect on students’ performance at the end of the school year, even after controlling for students’ earlier reading ability. Teachers’ perceived ability did not predict students’ reading growth either directly or indirectly. Taken together, these findings suggest that we need to invest in increasing teachers’ knowledge around foundational literacy skills. | |
| 653 | |a Teaching | ||
| 653 | |a Language | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Students | ||
| 653 | |a Literacy | ||
| 653 | |a Knowledge | ||
| 653 | |a Elementary school students | ||
| 653 | |a Professional development | ||
| 653 | |a Reading instruction | ||
| 653 | |a Silent reading | ||
| 653 | |a Teachers | ||
| 653 | |a Phonology | ||
| 653 | |a Language arts | ||
| 653 | |a Phonological awareness | ||
| 653 | |a Phonics | ||
| 653 | |a Self-efficacy | ||
| 653 | |a Morphological processing | ||
| 653 | |a Reading ability | ||
| 653 | |a Morphology | ||
| 653 | |a Learning | ||
| 653 | |a Ability | ||
| 653 | |a Comprehension | ||
| 653 | |a Reading | ||
| 653 | |a Literacy skills | ||
| 653 | |a Academic achievement | ||
| 653 | |a Skills | ||
| 653 | |a Concepts | ||
| 653 | |a Tests | ||
| 700 | 1 | |a Georgiou, George K |u Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada | |
| 700 | 1 | |a Huynh, Joanna |u Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada | |
| 700 | 1 | |a Inoue Tomohiro |u Department of Psychology, The Chinese University of Hong Kong, Hong Kong | |
| 773 | 0 | |t Behavioral Sciences |g vol. 15, no. 10 (2025), p. 1408-1426 | |
| 786 | 0 | |d ProQuest |t Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3265830690/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3265830690/fulltextwithgraphics/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3265830690/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |