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Bae, Han Suk; Yin, Li; Joshi, R. Malatesha – Annals of Dyslexia, 2019
The purpose of the present study is to explore cross-cultural differences among teachers of English as a Foreign Language (EFL) on the basic language constructs and the impacts on their perceived teaching ability in English-reading instruction. Chinese EFL (n = 73) and Korean EFL (n = 39) teachers were administered the Reading Teacher Knowledge…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Cultural Differences
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Washburn, Erin K.; Binks-Cantrell, Emily S.; Joshi, R. Malatesha; Martin-Chang, Sandra; Arrow, Alison – Annals of Dyslexia, 2016
The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in…
Descriptors: Preservice Teachers, Knowledge Level, Teacher Education Programs, Foreign Countries
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Zhao, Jing; Joshi, R. Malatesha; Dixon, L. Quentin; Huang, Liyan – Annals of Dyslexia, 2016
The present study examined the knowledge and skills of basic language constructs among elementary school teachers who were teaching English as a Foreign Language (EFL) in China. Six hundred and thirty in-service teachers completed the adapted Reading Teacher Knowledge Survey. Survey results showed that English teachers' self-perceived ability to…
Descriptors: Knowledge Level, Elementary School Teachers, Language Teachers, English (Second Language)
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Binks-Cantrell, Emily; Joshi, R. Malatesha; Washburn, Erin K. – Annals of Dyslexia, 2012
Recent national reports have stressed the importance of teacher knowledge in teaching reading. However, in the past, teachers' knowledge of language and literacy constructs has typically been assessed with instruments that are not fully tested for validity. In the present study, an instrument was developed; and its reliability, item difficulty,…
Descriptors: Measures (Individuals), Literacy, Language, Reading Instruction
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Washburn, Erin K.; Joshi, R. Malatesha; Cantrell, Emily Binks – Annals of Dyslexia, 2011
Reading disabilities such as dyslexia, a specific learning disability that affects an individual's ability to process written language, are estimated to affect 15-20% of the general population. Consequently, elementary school teachers encounter students who struggle with inaccurate or slow reading, poor spelling, poor writing, and other language…
Descriptors: Preservice Teacher Education, Preservice Teachers, Reading Difficulties, Written Language
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Joshi, R. Malatesha; Dahlgren, Mary; Boulware-Gooden, Regina – Annals of Dyslexia, 2002
Twenty-four first-graders who were taught reading skills using the "Language Basics: Elementary" program, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method, made statistically significant gains in phonological awareness, decoding, and reading comprehension. Thirty-two controls taught with the Houghton-Mifflin Basal…
Descriptors: Beginning Reading, Decoding (Reading), Elementary Education, Grade 1