Teacher Candidates' Spelling and Phonics Knowledge

• In Event: Sheraton Roundtable Session 26
  In Roundtable Session: Cultivating Effective Literacy Instruction and Assessment in Preservice Teachers

Abstract

The purpose of this study was to explore the spelling and phonics knowledge of teacher candidates through the Ganske Spelling Inventory and the Brief Moats Language Survey. Data collection occurred in three literacy methods courses. Teacher candidates were most accurate in answering questions related to syllable counting and the Ganske Spelling Inventory. The recognition of the sound-symbol relationship represented the lowest performance overall. A correlation was seen between the Ganske Spelling Inventory and the Syllable Counting Section. Implications included that teacher preparation programs need to incorporate coursework and foundational courses that display linguistic concepts and provide a deeper understanding of language in order to ensure that across the country graduate programs provide similar literacy knowledge.

Author

• Alison Leveque, Ethical Culture Fieldston School