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Recent Australian and international government reports refer to the importance of teacher knowledge in the sound structure of language and its relationship to beginning reading. In this study, a group of 162 pre-service teachers responded to a questionnaire including questions related to their attitudes towards using phonics instruction in the teaching of reading, their knowledge of phonemic awareness and how well prepared they felt to teach beginning reading. Results indicated that most pre-service teachers agreed that phonics was important in teaching reading. However, even though most teachers were able to correctly identify the concept of a phoneme, most could not transfer this knowledge to the counting of phonemes in words. Results also indicated that most pre-service teachers did not feel well prepared to teach beginning readers. It is suggested that these teachers need explicit training in understanding the sound structure of language in order to become effective teachers of reading. © 2010 Learning Difficulties Australia.

Item Type:	Refereed Article
Keywords:	Australian pre-service teachers' knowledge of phonemic awareness and phonics in the process of learning to read
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Pedagogy
UTAS Author:	Fielding-Barnsley, RO (Associate Professor Ruth Fielding-Barnsley)
ID Code:	65085
Year Published:	2010
Deposited By:	Education
Deposited On:	2010-09-30
Last Modified:	2012-06-07
Downloads:	9 View Download Statistics