Preschool and Kindergarten Teachers’ Self-Reported Phonological Awareness Strategies and Challenges in Teaching English Learners (Poster 27)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Poster Session II for the Special Interest Group Research in Reading and Literacy (SIG 11)

Abstract

This study investigates the phonological awareness strategies and challenges of preschool and kindergarten teachers in teaching English learners (ELs). Using a mix method survey design, 57 responses were analyzed. Quantitatively, the survey examined teachers’ use of best practices established in the literature. Qualitatively, it explored the specific strategies, challenges, and tools teachers used in the classroom. The results showed that 80% of teachers reported providing direct phonological awareness instruction daily or almost every day. However, some preschool teachers used implicit phonological awareness and rarely incorporated blending and segmenting practices. Teachers encountered challenges including language and cultural barriers, the need for developmentally appropriate and engaging materials, and support from districts and parents.

Author

• Youngae Choi, Nevada State University