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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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First-Year Teacher Knowledge of Phonemic Awareness and Its Instruction

Elaine A. Cheesman

University of Colorado at Colorado Springs

Joan M. McGuire

University of Connecticut

Donald Shankweiler

Haskins Laboratories

Michael Coyne

University of Connecticut

Converging evidence has identified phonemic awareness (PA) as one of five essential components of beginning reading instruction. Evidence suggests that many teachers do not have the recommended knowledge or skills sufficient to provide effective PA instruction within the context of scientifically validated reading education. This study examines the knowledge of PA instruction of 223 first-year teachers initially certified in special education, early childhood education, and elementary education. Results indicate that significant numbers of beginning special and general education teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of PA, confuse PA with phonics, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into phonemes. Special educators did not have significantly more knowledge or skills than their general education counterparts. These findings suggest that university teacher education programs may not be providing future teachers with sufficient content or practice with respect to PA instruction.

Key Words: knowledge base for teaching • knowledge level • higher education • phonemic awareness • phonics • teacher education

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 32, No. 3, 270-289 (2009)
DOI: 10.1177/0888406409339685
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