Language:
繁體中文
English
日文
說明(常見問題)
南開科技大學
圖書館首頁
編目中圖書申請
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
The phonemic awareness knowledge and...
~
Sekel, Patricia Pallat.
The phonemic awareness knowledge and skills of first-grade teachers: A sound investment?
紀錄類型:
書目-電子資源 : 單行本
正題名/作者:
The phonemic awareness knowledge and skills of first-grade teachers: A sound investment?/
作者:
Sekel, Patricia Pallat.
面頁冊數:
119 p.
附註:
Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4409.
Contained By:
Dissertation Abstracts International64-12A.
標題:
Education, Reading. -
電子資源:
Download fulltext (下載全文)
ISBN:
0496636170
The phonemic awareness knowledge and skills of first-grade teachers: A sound investment?
Sekel, Patricia Pallat.
The phonemic awareness knowledge and skills of first-grade teachers: A sound investment?
- 119 p.
Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4409.
Thesis (Ph.D.)--The University of Texas at Austin, 2003.
This study investigated the phonemic awareness knowledge and skills of 108 first-grade teachers and whether teaching of these skills, understanding of the important role phonemic awareness plays in reading acquisition, teaching experience, or the number of reading courses taken impacts reading achievement. Many studies have been conducted on understanding the role phonemic awareness plays in learning to read (e.g., Wagner, Torgesen, & Rashotte, 1994; Weiner, 1994; Adams, 1990). This study included some of these characteristics but considered an additional component: the teacher's own phonemic awareness. Could the teachers' own phonemic awareness skill be a factor that improves predictability of student reading success?
ISBN: 0496636170Subjects--Topical Terms:
1000005408
Education, Reading.
The phonemic awareness knowledge and skills of first-grade teachers: A sound investment?
LDR
:03436nmm 2200301 4500
001
1000004244
005
20051102155237.5
008
141201s2003 eng d
020
$a
0496636170
035
$a
(UnM)AAI3116181
035
$a
AAI3116181
040
$a
UnM
$c
UnM{me_controlnum}
100
1
$a
Sekel, Patricia Pallat.
$3
1000005507
245
1 4
$a
The phonemic awareness knowledge and skills of first-grade teachers: A sound investment?
300
$a
119 p.
500
$a
Source: Dissertation Abstracts International, Volume: 64-12, Section: A, page: 4409.
500
$a
Supervisor: Philip B. Gough.
502
$a
Thesis (Ph.D.)--The University of Texas at Austin, 2003.
520
$a
This study investigated the phonemic awareness knowledge and skills of 108 first-grade teachers and whether teaching of these skills, understanding of the important role phonemic awareness plays in reading acquisition, teaching experience, or the number of reading courses taken impacts reading achievement. Many studies have been conducted on understanding the role phonemic awareness plays in learning to read (e.g., Wagner, Torgesen, & Rashotte, 1994; Weiner, 1994; Adams, 1990). This study included some of these characteristics but considered an additional component: the teacher's own phonemic awareness. Could the teachers' own phonemic awareness skill be a factor that improves predictability of student reading success?
520
$a
The study was divided into two parts. The first part involved first-grade teachers individually completing a survey. This questionnaire requested information in a multiple choice format on background information, including teaching experience, degrees, rating of their university experience, number of reading courses taken and philosophical orientation in reading. Probing the teachers' own phonemic awareness ability as well as their understanding of phonemic awareness was done through teachers identifying, locating, and counting sounds in words in a multiple choice format, and indicating the level of agreement to various statements about learning to read and phonemic awareness using a Likert scale. Open-ended questions involved the participants in defining phonemic awareness, providing examples of appropriate activities, as well as providing the orthographic spellings of first-grade students' common transitional spelling of words.
520
$a
The second part of the study compared the teachers' responses to their students' reading scores. Sixty-three of the surveyed 108 teachers returned their students' scores as measured on the District Reading Assessment, resulting in 1037 student scores. Beginning and end of year scores were compared to ascertain student gains.
520
$a
When a multiple regression analysis was applied to the teacher data and the students' mean gains, no correlation was found between the teachers' knowledge and understanding of the importance of phonemic awareness or when the teacher's own phonemic awareness was considered. The lack of statistical significance in the findings suggests that experience, coursework, phonemic awareness knowledge or skill do not correlate with student reading gains.
590
$a
School code: 0227.
650
4
$a
Education, Reading.
$3
1000005408
690
$a
0535
710
2 0
$a
The University of Texas at Austin.
$3
1000005508
773
0
$t
Dissertation Abstracts International
$g
64-12A.
790
1 0
$a
Gough, Philip B.,
$e
advisor
790
$a
0227
791
$a
Ph.D.
792
$a
2003
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3116181
$z
Download fulltext (下載全文)
0 筆讀者評論
館藏地:
全部
線上資料庫
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約人數
備註欄
附件
OE0000544
線上資料庫
線上資源
線上電子書
OE c.2
一般(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
建立或儲存個人書籤
書目轉出
取書館別
處理中
...
變更密碼
登入