Explicit Phonological Knowledge of Educational Professionals

Asia Pacific journal of speech, language, and hearing Pub Date : 2012-12-01 DOI:10.1179/136132812804731820

Jane L. D. Carroll, G. Gillon, Brigid C McNeill

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引用次数: 38

Abstract

Abstract This study examined the phonological awareness skills of 699 education professionals and paraprofessionals working in New Zealand primary schools. Performance in a phonological awareness test was compared across speech-language pathologists (SLPs, n = 34), primary school teachers (n = 208), teacher aides (n = 49), Resource Teachers of Literacy (RTLits, n = 80), Resource Teachers of Learning and Behavior (RTLBs, n = 26), early childhood educators (ECEs, n = 51), third year College of Education students (3YRBT, n = 98), and first-year College of Education students (1YRBT, n = 153). The results indicated large variability in New Zealand educators' capacity to segment words into sounds. SLPs performed at near ceiling (98% accuracy), whereas junior school teachers performed at 74% accuracy, teacher aides at 63%, ECEs at 56%, RTLits at 89%, RTLBs at 78%, 3rd year College of Education students at 68%, and 1st year College of Education students at 55%. The data suggest professional development in phonological awareness for all the educators as well as pre service teachers and teacher aides is warranted.

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教育专业人员的显性语音知识

摘要本研究调查了新西兰小学699名教育专业人员和辅助专业人员的语音意识技能。比较了语言病理学家(slp, n = 34)、小学教师(n = 208)、教师助理(n = 49)、扫盲资源教师(RTLits, n = 80)、学习与行为资源教师(RTLBs, n = 26)、幼儿教育工作者(ECEs, n = 51)、教育学院三年级学生(3YRBT, n = 98)和教育学院一年级学生(1YRBT, n = 153)在语音意识测试中的表现。结果表明，新西兰教育工作者将单词分割成声音的能力存在很大差异。slp的准确率接近上限(98%)，而初中教师的准确率为74%，教师助理为63%，eca为56%，rtlit为89%，rtlb为78%，教育学院三年级学生为68%，教育学院一年级学生为55%。这些数据表明，所有教育工作者以及职前教师和教师助理都有必要在语音意识方面进行专业发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Asia Pacific journal of speech, language, and hearing

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