Pre-service teachers’ knowledge of language and literacy concepts: The skeleton in Canada’s closet?

IF 4.5 3区教育学 Q1 EDUCATION, SPECIAL

Annals of Dyslexia Pub Date : 2025-10-24 DOI:10.1007/s11881-025-00351-0

George K. Georgiou, Abigail R. Peyton, Andrea Antoniuk, Pamela Beach, Andrea Fraser, John R. Kirby, Perry Klein, Guofang Li, Jamie Metsala, Amin Mousavi, Jodi Nickel, Robert Savage, R. Malatesha Joshi

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Abstract

The overall goal of this study was to examine pre-service teachers’ knowledge of language and literacy concepts across different provinces in Canada. Eight hundred and eighty-three pre-service teachers completed a survey measuring their knowledge of three literacy components (phonological awareness, phonics and morphology). Results showed first that they had an overall score of 65% in phonological awareness, 62% in phonics and 37% in morphology. Second, they did significantly better in questions of implicit knowledge than explicit knowledge. Finally, their ratings of perceived ability in teaching the aforementioned concepts correlated significantly (rs ranged from .24 to .30) with their respective knowledge score. Taken together, these results suggest that many Canadian pre-service teachers have a rather limited understanding of the basic language and literacy concepts, particularly in the area of morphology. Given that these scores are not much different than those reported in the literature 10 years ago, we recommend that more substantive measures are put in place to bring that required knowledge to our pre-service teachers.

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职前教师的语言和读写概念知识：加拿大的秘密？

本研究的总体目标是考察加拿大不同省份职前教师的语言和识字概念知识。883名职前教师完成了一项调查，测量了他们对三个识字组成部分（语音意识、语音和形态学）的知识。结果显示，首先，他们在语音意识上的总分为65%，在语音上的总分为62%，在词法上的总分为37%。其次，他们在内隐知识问题上的表现明显好于外显知识。最后，他们在教授上述概念方面的感知能力评分显著相关(分数范围从。24到。30)与各自的知识得分。综上所述，这些结果表明，许多加拿大职前教师对基本语言和识字概念的理解相当有限，特别是在形态学领域。鉴于这些分数与10年前的文献报告没有太大的不同，我们建议采取更实质性的措施，为我们的职前教师提供所需的知识。

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来源期刊

Annals of Dyslexia Multiple-

CiteScore

4.90

自引率

8.70%

发文量

期刊介绍： Annals of Dyslexia is an interdisciplinary, peer-reviewed journal dedicated to the scientific study of dyslexia, its comorbid conditions; and theory-based practices on remediation, and intervention of dyslexia and related areas of written language disorders including spelling, composing and mathematics. Primary consideration for publication is given to original empirical studies, significant review, and well-documented reports of evidence-based effective practices. Only original papers are considered for publication.