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Knowledge foundations for beginning reading teachers in EFL

Knowledge foundations for beginning reading teachers in EFL This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Knowledge foundations for beginning reading teachers in EFL

Annals of Dyslexia , Volume 62 (3) – Jul 20, 2012

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References (49)

Publisher
Springer Journals
Copyright
Copyright © 2012 by The International Dyslexia Association
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-012-0073-5
pmid
22815105
Publisher site
See Article on Publisher Site

Abstract

This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.

Journal

Annals of DyslexiaSpringer Journals

Published: Jul 20, 2012

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