The coursework cohort's phoneme identification exceeded inservice teachers without professional development and was comparable to inservice teachers with 30 hours of professional development¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? The experimental cohort outperformed the inservice-without-PD group in phonemic awareness and performed comparably to the inservice group that had received 30 hours of professional development. → McNeill 2018
Evidence¶
McNeill 2018¶
McNeill, B. C. (2018). Improving Preservice Teachers' Phonemic Awareness, Morphological Awareness and Orthographic Knowledge. Australian Journal of Teacher Education, 43(1). http://ro.ecu.edu.au/ajte/vol43/iss1/2
q2 · i? · causal · r1
Group comparison in the Results section against two inservice groups from Carreker et al. (2010): 38 inservice teachers without professional development and 56 inservice teachers with 30 hours of professional development. The discussion reports the cohort's phonemic awareness was "comparable to the 'inservice with PD' group".
"The experimental group outperformed the in-service (without professional development) group in phonemic awareness. They performed similarly to the 'inservice with PD' and 'inservice without PD' groups in the morpheme awareness task."
Discussion¶
Learner Variables¶
- Phonological Awareness — outcome: instruction changes it
Related Claims¶
- The coursework cohort showed particular strength segmenting words with blends, with 17% scoring 100% on phoneme identification versus 0% of the comparison preservice group — related
- In morpheme identification the cohort outperformed inservice teachers with 30 hours of professional development, though accuracy of 72.9% raised competency questions — related
- Preservice teachers completing 10 hours of metalinguistic coursework outperformed preservice teachers without such content in phoneme and morpheme identification — related
- The coursework cohort outperformed inservice teachers without professional development on spelling instruction selection and performed similarly to inservice teachers with 30 hours of professional development — related
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