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Showing 1 to 15 of 69 results Save | Export
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McMahan, K. Melissa; Oslund, Eric L.; Odegard, Timothy N. – Annals of Dyslexia, 2019
Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different…
Descriptors: Dyslexia, Teaching Methods, Reading Instruction, Intervention
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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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Feng, Luxi; Hodges, Tracey S.; Waxman, Hersh C.; Malatesha Joshi, R. – Annals of Dyslexia, 2019
Teacher self-efficacy is critical because it predicts teachers' future behavior and impacts teacher turnover. Most teachers begin their career with moderate to high self-efficacy for teaching, but often experience a sharp decline during the first year of teaching. After the first year, their self-efficacy begins to increase but rarely rises to the…
Descriptors: Beginning Teachers, Self Efficacy, Teacher Effectiveness, Teacher Characteristics
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Arrow, Alison W.; Braid, Christine; Chapman, James W. – Annals of Dyslexia, 2019
Teacher's knowledge can influence the act of teaching and affect children's learning outcomes. Linguistic and language knowledge of teachers plays an important role in supporting learners at the beginning to read stage. This study examines the language and linguistic knowledge of teachers of beginning readers in New Zealand, how these teachers…
Descriptors: Knowledge Base for Teaching, Self Efficacy, Teacher Effectiveness, Reading Instruction
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Wijekumar, Kausalai; Beerwinkle, Andrea L.; Harris, Karen R.; Graham, Steve – Annals of Dyslexia, 2019
The purpose of this research was to study the etiology of teacher knowledge about and factors that influence implementation of evidence-based reading and writing interventions at the upper elementary grade levels. Five data sources are used in this study: first, we used teacher surveys about their pre-service preparation on reading comprehension…
Descriptors: Elementary School Teachers, Grade 4, Grade 5, Teacher Characteristics
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Gates, Louis – Annals of Dyslexia, 2018
The accompanying article introduces highly transparent grapheme-phoneme relationships embodied within a Periodic table of decoding cells, which arguably presents the quintessential transparent decoding elements. The study then folds these cells into one highly transparent but simply stated singularity generalization--this generalization unifies…
Descriptors: Phoneme Grapheme Correspondence, Charts, Generalization, Decoding (Reading)
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Gellert, Anna S.; Elbro, Carsten – Annals of Dyslexia, 2018
The present study examined the predictive validity of a dynamic test of decoding in which participants are taught three novel letters and how to synthesize the corresponding letter sounds into new words. One version of this dynamic test was administered to 158 kindergarten children before the onset of formal reading instruction along with…
Descriptors: Reading Difficulties, Decoding (Reading), Reading Instruction, Longitudinal Studies
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Torppa, Minna; Georgiou, George K.; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija – Annals of Dyslexia, 2017
Research and clinical practitioners have mixed views whether reading and spelling difficulties should be combined or seen as separate. This study examined the following: (a) if double dissociation between reading and spelling can be identified in a transparent orthography (Finnish) and (b) the cognitive and noncognitive precursors of this…
Descriptors: Spelling, Reading Instruction, Phoneme Grapheme Correspondence, Reading Difficulties
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Sayeski, Kristin L.; Earle, Gentry A.; Eslinger, R. Paige; Whitenton, Jessy N. – Annals of Dyslexia, 2017
Matching phonemes (speech sounds) to graphemes (letters and letter combinations) is an important aspect of decoding (translating print to speech) and encoding (translating speech to print). Yet, many teacher candidates do not receive explicit training in phoneme-grapheme correspondence. Difficulty with accurate phoneme production and/or lack of…
Descriptors: Dyslexia, Preservice Teachers, Mastery Learning, Knowledge Level
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Ring, Jeremiah J.; Avrit, Karen J.; Black, Jeffrey L. – Annals of Dyslexia, 2017
Thirty years ago in this journal, Aylett Royall Cox reported on the development of "Alphabetic Phonics," a revision of the existing Orton Gillingham treatment for children with dyslexia. This paper continues that discussion and reports on the evolution of that curriculum as it is represented in a comprehensive dyslexia treatment program…
Descriptors: Reading Instruction, Instructional Effectiveness, Dyslexia, Curriculum
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Powers, Sara J.; Wang, Yingying; Beach, Sara D.; Sideridis, Georgios D.; Gaab, Nadine – Annals of Dyslexia, 2016
Developmental dyslexia is a language-based learning disability characterized by persistent difficulty in learning to read. While an understanding of genetic contributions is emerging, the ways the environment affects brain functioning in children with developmental dyslexia are poorly understood. A relationship between the home literacy…
Descriptors: Correlation, Family Environment, At Risk Persons, Dyslexia
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Tobia, Valentina; Bonifacci, Paola; Ottaviani, Cristina; Borsato, Thomas; Marzocchi, Gian Marco – Annals of Dyslexia, 2016
The aim of this study was to investigate physiological activation during reading and control tasks in children with dyslexia and typical readers. Skin conductance response (SCR) recorded during four tasks involving reading aloud, reading silently, and describing illustrated stories aloud and silently was compared for children with dyslexia (n =…
Descriptors: Reading, Reading Instruction, Reading Aloud to Others, Dyslexia
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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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Aro, Mikko; Björn, Piia Maria – Annals of Dyslexia, 2016
The aim of the study was to explore the Finnish preservice and inservice teachers' knowledge of language constructs relevant for literacy acquisition. A total of 150 preservice teachers and 74 inservice teachers participated in the study by filling out a questionnaire that assessed self-perceived expertise in reading instruction, knowledge of…
Descriptors: Foreign Countries, Knowledge Base for Teaching, Knowledge Level, Preservice Teachers
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Purvis, Caralyn J.; McNeill, Brigid C.; Everatt, John – Annals of Dyslexia, 2016
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…
Descriptors: Foreign Countries, Preservice Teachers, Metalinguistics, Literacy Education
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