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Journal Article
Still Wanted
2009
Overview
One of the most common findings in studies of teacher knowledge is that teachers are unaware of or misinformed about the elements of language that they are expected to explicitly teach. Given the strong consensus that explicit, systematic teaching of both spoken and written language structure is important when students cannot intuit this information, one should expect that teachers can identify phonemes, graphemes, syllables, morphemes, basic parts of speech, sentence structures, and narrative or expository discourse organization. Unfortunately, levels of content knowledge about language are typically found to be very low.
Publisher
SAGE Publications,SAGE PUBLICATIONS, INC
Subject
/ Dyslexia - prevention & control
/ Education, Special - standards
/ Grammar
/ Grapheme phoneme correspondence
/ Humans
/ Language
/ Language Development Disorders - prevention & control
/ Language Development Disorders - therapy
/ Phonemes
/ Professional Competence - standards
/ Remedial Teaching - standards
/ Speech
/ Teachers
/ Teaching
/ Writing
