Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Alida K. Hudson; Karol A. Moore; Bing Han; Poh Wee Koh; Emily Binks-Cantrell; R. Malatesha Joshi

doi:10.1002/rrq.408

journal article May 01, 2021

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

Alida K. Hudson

Karol A. Moore Bing Han

Poh Wee Koh Emily Binks-Cantrell R. Malatesha Joshi

Reading Research Quarterly Vol. 56 No. S1 · Wiley

View at Publisher Save 10.1002/rrq.408

Abstract

ABSTRACTEquipping elementary (i.e., grades K–5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers’ knowledge of the science of reading, focusing on the foundational pillars of reading instruction, namely, phonological and phonemic awareness, phonics, and morphological awareness, as well as student outcomes in reading. We also identified program characteristics that promoted positive growth in teacher knowledge. Generally, findings support the effectiveness of training and preparation programs in increasing elementary teachers’ knowledge of foundational constructs. Training in which teachers have the opportunity to apply their learned knowledge and skills under expert guidance produced the largest growth in teacher knowledge. Implications of findings are discussed.

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Published: May 01, 2021
Vol/Issue: 56(S1)
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Cite This Article

Alida K. Hudson, Karol A. Moore, Bing Han, et al. (2021). Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading. Reading Research Quarterly, 56(S1). https://doi.org/10.1002/rrq.408

Elementary Teachers’ Knowledge of Foundational Literacy Skills: A Critical Piece of the Puzzle in the Science of Reading

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