Graduate Program
Communication Disorders and Sciences
Degree Name
Master of Science (MS)
Semester of Degree Completion
2005
Thesis Director
Rebecca Throneburg
Thesis Committee Member
Jean Smitley
Thesis Committee Member
Joy Russell
Thesis Committee Member
Linda Reven
Abstract
An assessment was designed from Louisa Cook Moats' (1996, 2000) research and questions to assess the knowledge of elementary education teachers (grades 1-3), special education teachers, and speech language pathologists in regard to several areas of reading instruction including phonemic awareness, phonics, and vocabulary/morphology.
Subjects consisted of a total of 57 educational professionals, 19 subjects in each group. Results revealed that speech-language pathologists scored significantly higher on the phonemic awareness portion of the assessment as well as total test score, when compared with elementary and special education teachers. Mean scores on the total test ranged from 78-89% accuracy. Mean scores on the phonemic awareness portion of the assessment ranged from 71-87% accuracy. No other significant differences were found. Mean scores on the phonics portion of the assessment ranged from 75-82% accuracy. Mean scores were lowest for all groups in the vocabulary/morphology section of the assessment, with scores ranging from 59-64% accuracy.
Elementary education teachers, special education teachers, and speech-language pathologists all play an important role in literacy development of children. Results of the current study support previous research that suggests that more emphasis needs to be placed on pre-service training of educational professionals involved with reading instruction to ensure that students are receiving the highest quality instruction to improve success in the classroom. Results also suggest that students may benefit from a collaborative approach to reading instruction, as results revealed that some groups of professionals have more knowledge in areas of reading instruction as compared to others.
Recommended Citation
Catto, Jessica, "An assessment of speech-language pathologists, ' special educators, ' and elementary teachers' language knowledge related to reading instruction" (2005). Masters Theses. 937.
https://thekeep.eiu.edu/theses/937
