Teachers’ attitude to and knowledge of metalinguistics in the process of learning to read

Abstract

The aim of the current research was to examine pre-service, general and special education teachers' attitudes to and knowledge of metalinguistics (awareness of language structure) in the process of learning to read. Effective teachers of reading, writing, and spelling need to understand the relationship between speech and print because these basic language processes are often deficient in cases of reading failure. Teachers also need to be knowledgeable in this area to benefit from psychologist and specialist reports. Using a questionnaire adapted from the Teacher attitudes about early reading and spelling survey and the Survey of linguistic knowledge, 93 pre-service teachers; 209 general teachers and 38 special education teachers were surveyed. Results indicate a positive attitude to but poor knowledge of metalinguistics in the process of learning to read. Special education teachers performed significantly higher than both other groups on aspects of attitude and knowledge.

Reference

Fielding-Barnsley, R. & Purdie, N. (2005). Teachers' attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33, 65-76.

Journal

Asia-Pacific Journal of Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Positivist/Post Positivist (quantitative)
Quantitative

Geographic Setting

Australia

Institutional Context

University based

Certification Level

Generalist
Primary (UK term)
Special Education

Programatic Focus

not stated

Research Location Context

Elementary school
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Other Participant Data

Inservice Teachers

Duration of Data Collection

one sitting

Data Sources

Survey

Data Analysis Tools

ANOVA
Correlation
Descriptive Analysis
Statistical analysis

Researcher Positionality

not stated

Research Questions

What are primary school teachers’ attitudes towards using explicit metalinguistic instruction in the teaching of reading, writing, and spelling?
Is this research question explicit from the manuscript? Yes

How much knowledge do primary school teachers’ have about specific aspects of metalinguistics such as phonology, syllabic structure, rhyme and morphology?
Is this research question explicit from the manuscript? Yes

What are the differences between experienced, inexperienced, and specialist teachers with respect to metalinguistic attitudes and knowledge?
Is this research question explicit from the manuscript? Yes

Do attitudes and knowledge vary with years of teaching experience?
Is this research question explicit from the manuscript? Yes

Do language-based qualifications (e.g., in ESL, LOTE, Reading Recovery) interact with teachers’ attitudes to and knowledge of metalinguistics?
Is this research question explicit from the manuscript? Yes

What is the relationship between primary school teachers’ attitudes and knowledge with respect to metalinguistics?
Is this research question explicit from the manuscript? Yes