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Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA

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An Erratum to this article was published on 07 March 2016

Abstract

The present study examined preservice teachers’ (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduate university programs that led to teacher certification for general education in the primary grades. Our data reveal that preservice teachers from all four countries show patterns of relative strength in areas that were targeted to be crucial within their national initiatives. Nevertheless, in general, PSTs demonstrated a lack of knowledge of certain constructs needed to teach early reading skills. The results are discussed in relation to research reports and initiatives regarding beginning reading instruction from each of the four countries.

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Notes

  1. Words in English do not end in the letter ‘v’ therefore, words like ‘love’ and ‘give’ have a final letter ‘e’ although it does not alter the pronunciation of the short/lax vowel.

  2. Ofsted is the Office for Standards in Education, Children’s Services and Skills in the United Kingdom. Ofsted inspects and regulates services that care for children and young people, and services providing education and skills for learners of all ages. Ofsted gives education organizations, such as teacher preparatory institutions, a rating (1 [Outstanding], 2 [Good], 3 [Requires Improvement], or 4 [Inadequate]) based on the quality of teaching, learning and assessment.

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Authors and Affiliations

  1. Literacy Education, Graduate School of Education, Binghamton University, Binghamton, NY, USA

    Erin K. Washburn

  2. Texas A&M University, College Station, TX, USA

    Emily S. Binks-Cantrell & R. Malatesha Joshi

  3. Concordia University, Montreal, Canada

    Sandra Martin-Chang

  4. Massey University, Palmerston North, New Zealand

    Alison Arrow

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  1. Erin K. Washburn
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  2. Emily S. Binks-Cantrell
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  3. R. Malatesha Joshi
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  4. Sandra Martin-Chang
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  5. Alison Arrow
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Correspondence to Erin K. Washburn.

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Washburn, E.K., Binks-Cantrell, E.S., Joshi, R.M. et al. Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Ann. of Dyslexia 66, 7–26 (2016). https://doi.org/10.1007/s11881-015-0115-x

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