The literacy skills of secondary teaching undergraduates: Results of diagnostic testing and a discussion of findings
Abstract
The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future teaching effectiveness. The sample of undergraduates was tested in spelling, vocabulary, and punctuation. Analysis of the results showed high rates of error on general spelling and vocabulary tasks. The degree of error in many cases was severe. For some undergraduates, the prospect of successful remediation so late in their academic career appeared poor. It is suggested that universities need to monitor admission standards and continue to invest in ongoing remediation.
Reference
Moon, B. (2014). The literacy skills of secondary teaching undergraduates: Results of diagnostic testing and a discussion of findings. Australian Journal of Teacher Education, 39(12) 111-130. http://dx.doi.org/10.14221/ajte.2014v39n12.8
Journal
Australian Journal of Teacher Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
203
Duration of Data Collection
Data Sources
- Diagnostic testing of 3 dimensions of pre-service teachers' general literacy skills (spelling, vocabulary and word building; punctuation, sentence construction, and grammar)
Data Analysis Tools
Researcher Positionality
Research Questions
What are the literacy skills of prospective secondary teachers in their final years before graduation?
Is this research question explicit from the manuscript? Yes