![]() Methods: After completing the program, participants were asked if it had helped them learn about how to assist their child’s reading and spelling, whether they planned on using the resources provided, and if they would be likely to attend a future workshop building on the Boost program. This study is a preliminary evaluation of a program aiming to improve phonological awareness skills of parents in low socioeconomic status communities, and also provide these parents with strategies to support their child’s literacy development. ![]() ![]() ![]() Given the central role of parents in supporting the development of children’s early literacy skills, and that poor parental phonological awareness is associated with poorer child literacy outcomes, it is possible that improving parent phonological awareness may aid literacy development for at-risk children. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.īackground: Phonological awareness is an important skill underpinning the development of early literacy. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. Pedagogical implications for textbook writers are suggested. The results also reveal variations among the textbooks in the amount of attention given to the different vocabulary knowledge aspects. The findings showed that textbooks for primary school levels place greater emphasis on form, followed by meaning and finally use, while in intermediate-level textbooks, the greatest attention is given to meaning, followed by use and then form. Applying Nation’s (2013) framework of word knowledge, a total of 1181 activities were examined. To achieve this, all the 12 EFL textbooks used in primary and middle Saudi schools were analysed. It investigates the activities in English textbooks that give attention to vocabulary to explore the amount of attention given to each dimension in a particular activity. The present study aims to fill this gap by investigating how the different vocabulary knowledge dimensions are addressed in the local Saudi EFL textbooks. It remains unclear how the different word knowledge dimensions are addressed in Saudi EFL textbooks and whether there is a variation among the textbooks in addressing the different dimensions. Little research, however, has focused on vocabulary knowledge dimensions in EFL textbooks. Previous research has shown that learning vocabulary involves a mastery of several knowledge dimensions. ![]() Vocabulary growth is of great importance, and textbooks are the main sources of vocabulary learning for many EFL learners. ![]()
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