| Title |
Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge
|
|---|---|
| Published in |
Annals of Dyslexia, August 2015
|
| DOI | 10.1007/s11881-015-0108-9 |
| Pubmed ID | |
| Authors |
Caralyn J. Purvis, Brigid C. McNeill, John Everatt |
| Abstract |
Low metalinguistic knowledge of pre-service and in-service teachers is likely to restrict the provision of evidence-based literacy instruction in the classroom. Despite such concerns, relatively few studies have examined the effects of teacher preparation coursework in building pre-service teachers' language structure knowledge. This study examined the effects of 7 h of language structure coursework, delivered over 7 weeks, on 121 New Zealand pre-service teachers in their initial year of study. Changes in participants' phonological awareness, morphological awareness, and orthographic knowledge were tracked across the teaching period. The impact of the coursework for participants who presented with strong spelling (n = 24) and poor spelling (n = 24) ability was also compared. The cohort demonstrated significant gains across all measures. Strong spellers responded more favourably to the teaching than poor spellers, even when accounting for initial levels of meta-linguistic knowledge. Implications for the development of teacher preparation programmes that enhance the provision of effective literacy instruction are discussed. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Australia | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 55 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Australia | 1 | 2% |
| Unknown | 54 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 11 | 20% |
| Student > Doctoral Student | 6 | 11% |
| Student > Master | 6 | 11% |
| Lecturer | 4 | 7% |
| Student > Bachelor | 3 | 5% |
| Other | 9 | 16% |
| Unknown | 16 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 8 | 15% |
| Arts and Humanities | 7 | 13% |
| Social Sciences | 6 | 11% |
| Neuroscience | 3 | 5% |
| Linguistics | 3 | 5% |
| Other | 9 | 16% |
| Unknown | 19 | 35% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 09 December 2016.
All research outputs
#14,822,669
of 22,824,164 outputs
Outputs from Annals of Dyslexia
#166
of 247 outputs
Outputs of similar age
#145,994
of 264,379 outputs
Outputs of similar age from Annals of Dyslexia
#4
of 8 outputs
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