Elementary Preservice Teachers' Metalinguistic Knowledge for Teaching Reading: Evidence-Centered Assessment Design

• In Event: Division K Section 5 Poster Session

Abstract

Reading is primarily a linguistic process of making meaning (Christie, 1998). Effective reading instruction that promotes comprehension requires that teachers have an explicit understanding of the language that constructs the texts students read. Despite the importance of teachers’ knowledge about language (KAL), little research has addressed how well preservice teachers are prepared and instructed to teach the language skills essential for successful reading comprehension. This study addresses this need by exploring the relationship between elementary preservice teachers’ beliefs, knowledge, and practices around the language through which school knowledge is presented and developed. The results showed the preservice teachers’ level of KAL is highly related to their pedagogical practices in classroom.

Author

• Jungyoung Park, Pohang University of Science and Technology