Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities

Teacher knowledge enhances instruction. Of particular importance for spelling instruction is literacy-related content teacher knowledge. This knowledge includes awareness of individual speech sounds, syllables, and morphemes in the English language. Teachers who possess this knowledge are better able to assess student needs and design instruction that meets those needs so that students learn to spell well. In this study, 36 preservice teachers and 38 inservice teachers completed a survey and three measures. The survey asked teachers to calibrate their knowledge of phonemic awareness, phonics, and spelling. The measures assessed the teachers’ literacy-related content knowledge and their ability to use this knowledge to analyze student spelling errors and choose appropriate instructional activities to meet student needs. Overall, the preservice teachers were more positive in their assessments of their literacy-related content knowledge while the inservice teachers demonstrated greater literacy-related content knowledge. Neither group was adept in analyzing students’ spelling errors although the inservice teachers were better able to choose appropriate instructional activities

Effects of preservice and inservice teacher knowledge on the analysis of spelling errors and choice of appropriate instructional activities

Teacher knowledge enhances instruction. Of particular importance for spelling instruction is literacy-related content teacher knowledge. This knowledge includes awareness of individual speech sounds, syllables, and morphemes in the English language. Teachers who possess this knowledge are better able to assess student needs and design instruction that meets those needs so that students learn to spell well. In this study, 36 preservice teachers and 38 inservice teachers completed a survey and three measures. The survey asked teachers to calibrate their knowledge of phonemic awareness, phonics, and spelling. The measures assessed the teachers’ literacy-related content knowledge and their ability to use this knowledge to analyze student spelling errors and choose appropriate instructional activities to meet student needs. Overall, the preservice teachers were more positive in their assessments of their literacy-related content knowledge while the inservice teachers demonstrated greater literacy-related content knowledge. Neither group was adept in analyzing students’ spelling errors although the inservice teachers were better able to choose appropriate instructional activities

The Development of Listening and Reading Comprehension Screening Measures to Inform Instructional Decisions for End-of-Second-Grade Students

The premise of the Simple View of Reading is that reading comprehension is the product of two components – decoding and language comprehension. Each component is necessary but not sufficient. To support teachers in identifying end-of-second-grade students who may have difficulties in one or both of the components, parallel listening comprehension and reading comprehension screening measures were developed and investigated in two preliminary pilot studies and one large-scale administration. The first pilot study, conducted with 41 end-of-second-grade students, established administration times for the listening comprehension screening (LCS) and the reading comprehension screening (RCS) and confirmed the appropriateness of the 75 items on each of the measures. The second pilot study, conducted with 12 end-of-second- grade students with varying reading levels, demonstrated that the LCS and RCS could differentiate readers with good comprehension from readers with poor comprehension. The large-scale administration, conducted with 699 end-of-second-grade students, aided in the development of shorter final versions of the LCS and RCS and provided data to determine the score reliability and validity of the final versions of the measures, each of which had 42 items. Item response theory (IRT) was used to identify the most apposite and discriminating items for use on the final versions of the LCS and RCS. Score reliability (Cronbach’s alpha) on the final LCS was estimated to be .89 and was estimated to be .93 on the final RCS. Various sources provided content and criterion-related validity evidence. In particular, criterion-related validity evidence included strong correlations with the Gates-MacGinitie Reading Tests and strong sensitivity, specificity, and positive predictive indices. Construct validity evidence included group differentiation and a confirmatory factor analysis (CFA), all of which supported a single underlying construct on the LCS and a single underlying construct on the RCS. In a subset of 214 end-of-second-grade students from the larger study, partial correlation and structural equation modeling (SEM) analyses supported the discriminant validity of the LCS and RCS as measures of comprehension. The listening and reading comprehension screening measures will assist second-grade teachers in identifying student learning needs that cannot be identified with reading-only comprehension tests

Alfabetização baseada na ciência: manual do curso ABC

O presente manual faz parte do projeto ABC – Alfabetização Baseada na Ciência, fruto de um Acordo de Cooperação Internacional celebrado entre a Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), a Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (FPCEUP), o Instituto Politécnico do Porto (IPP) e a Universidade Aberta de Portugal (UAb). Essa importante parceria tem o objetivo de contribuir para a formação continuada dos profissionais da educação brasileiros que atuam na área de alfabetização, somando-se aos vários esforços que têm sido envidados pelo Ministério da Educação (MEC) para elevar a qualidade dos processos de alfabetização no Brasil e, consequentemente, os seus resultados. A formação de professores tem sido um dos pilares da Política Nacional de Alfabetização (PNA), instituída pelo MEC por meio do Decreto 9.765/19, a qual destaca entre seus princípios a fundamentação de programas e ações em evidências provenientes das ciências cognitivas, bem como a adoção de referenciais de políticas públicas exitosas, nacionais e estrangeiras, baseadas em evidências científicas.info:eu-repo/semantics/publishedVersio

Psicothema

Resumen tomado de la publicaciónCon la reautorización de la Ley de Educación para Individuos con Discapacidades en 2004, el modelo Respuesta a la Intervención (RTI) fue presentado oficialmente. A diferencia del modelo de discrepancia, que determina que para ser elegible en educación especial el alumno ha de presentar una discrepancia entre el rendimiento y la capacidad intelectual, RTI fue diseñado para ofrecer una instrucción intensiva a los estudiantes en el aula ordinaria tan pronto se comience a detectar la presencia de dificultades para la adquisición de la lectura. Los objetivos que se proponen en la intervención incluyen la mejora del rendimiento en lectura y la identificación de los alumnos con dificultades específicas de aprendizaje (DEA). A pesar de que RTI es un modelo prometedor para el primer objetivo cuando se cumplen ciertas condiciones, en cambio no lo es para el segundo objetivo. El Modelo de Componentes de la Lectura (CMR) se presenta en este trabajo como una alternativa al modelo de discrepancia y al modelo RTI. CMR, que contempla tres dominios, evalúa el desempeño de un lector desde una perspectiva multidimensional, lo que facilita que se pueda proporcionar una instrucción más adecuada al lector con mayor garantía de éxito. Evidencia empírica a favor del modelo CMR se presenta en este trabajo.AsturiasColegio Oficial de Psicólogos de Asturias; Calle Ildefonso Sánchez del Río, 4-1 B; 33001 Oviedo; Tel. +34985285778; Fax +34985281374;Universidad de Oviedo. Facultad de Psicología; Plaza Feijoo, s. n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126;ES

Ensino da leitura e da escrita baseado em evidências

O que é que as ciências sabem sobre o ensino e a aprendizagem da leitura e da escrita em português? Esta foi a pergunta que os editores do manual Ensino da Leitura e da Escrita Baseado em Evidências colocaram a mais de 30 especialistas investigadores. Esta publicação sintetiza as noções fundamentais sobre a alfabetização que um professor alfabetizador moderno deve conhecer; foca a literacia emergente, isto é, aquilo que as crianças podem descobrir sobre a escrita e a leitura antes de chegarem à escola; e discute as dificuldades e as perturbações na aprendizagem da leitura e da escrita. Este manual é, por isso, uma fonte importante de atualização científica para os professores que ensinam a ler e a escrever, os professores do 1º ciclo, e para quem prepara essa aprendizagem, os educadores de infância. É também apropriado para estudantes do Ensino Superior, futuros professores, porque os coloca em contacto com um conjunto de descobertas científicas e conhecimento importantes para uma prática pedagógica fundamentada, destaca a relevância do conhecimento empírico e da sua permanente atualização e, através das sugestões pedagógicas e propostas de atividades, faz a ponte para o dia a dia na sala de aula.info:eu-repo/semantics/publishedVersio