Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Comparing Preservice and Inservice Teachers’ Perceptions and Actual Knowledge of Phonics

Cheryl Wold, Ph.D., Andria L. Moon, Ed.D. St., Alan L. Neville, Ed.D., Tim Houge, Ed.D.
  • Cheryl Wold, Ph.D. (Author) Northern State University image/svg+xml
    Cheryl Wold, Ph.D. is an Associate Professor at Northern State University in Aberdeen, SD. She primarily teaches undergraduate and graduate courses in special education. Her main research interests are all areas of special education, educator preparation programs, new teacher mentoring programs, and PK-12 education. She previously worked for many years as a special education teacher and Director of Special Education.
  • Andria L. Moon, Ed.D. St. (Author) Norbert College image/svg+xml
    Andria L. Moon, Ed.D. is a visiting associate professor at St. Norbert College in De Pere, WI. She also worked at Northern State University as an associate professor, department chair, and associate dean. Her research topics include literacy, technology, new teacher mentoring, educator preparation programs, and leadership.
  • Alan L. Neville, Ed.D. (Author) Presentation College image/svg+xml
    Alan L. Neville, Ed.D. has worked as a public school administrator, teacher, and professor of education. He currently serves as a member of the South Dakota Department of Education’s Mentor Development Team and Extraordinary Cost Oversight Board and is an appointed member of the statewide Distance Learning Task Force. He conducts presentations and writes on topics related to educational assessment, new teacher mentoring, and Native American studies. He is a veteran of the United States Army.
  • Tim Houge, Ed.D. (Author) Northern State University
    Timothy Houge, Ed.D. currently serves as a professor of elementary / secondary reading instruction at Northern State University. He has been a long-standing advocate for effective reading and spelling education for all children. He has actively promoted the use of research to inform instruction. He has been a classroom teacher, a pull-out reading specialist, and the director of a campus one-to-one literacy-tutoring clinic.
DOI
https://doi.org/10.64546/jaasep.536
Abstract
Literacy instruction is an important component of educator preparation programs. Since many students are identified as having learning disabilities in reading, it is important that all teachers are knowledgeable and have proficient phonics skills. Recent research has indicated that many teachers are lacking the skills necessary for appropriate literacy instruction. This study examined college students’, general education teachers’, and special education teachers’ perceptions of their teaching ability and actual knowledge of phonics. A survey was used to gather information that was analyzed for statistical purposes using a one-way analysis of variance to compare all three groups, and significant differences were found among special educators, general educators, and college students.
Keywords
College Students, General Education, Knowledge Level, Literacy Education, Phonics, Preservice Teachers
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How to Cite
Wold, C., Moon, A. L., Neville, A. L., & Houge, T. (2024). Comparing Preservice and Inservice Teachers’ Perceptions and Actual Knowledge of Phonics. Journal of the American Academy of Special Education Professionals, 18(3), 145-163. https://doi.org/10.64546/jaasep.536

Fall 2023

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  • Article Type Articles
  • Submitted September 17, 2024
  • Published October 15, 2024
  • Issue Fall 2023
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