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¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? On the spelling instruction selection task the research cohort averaged 63.7%, above the 54.5% of the inservice-without-PD group and similar to the 63.6% of the inservice-with-PD group. → 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

Results-section descriptive comparison on the 12-item spelling instruction selection task (Carreker, 2007), in which teachers choose the most appropriate instructional focus for groups of children's spelling errors. Descriptive analysis showed "58% of participants from the research cohort scored more than 50%" versus 25% of the comparison preservice group.

"The research cohort scored an average of 63.7% (23.9) in the spelling instruction selection task. This is in comparison to the 54.5% and 63.6% scores achieved by the in-service without PD' group and the 'in-service with PD' group respectively."

Discussion¶

Related Claims¶

• The coursework cohort's phoneme identification exceeded inservice teachers without professional development and was comparable to inservice teachers with 30 hours of professional development — related
• Preservice teachers completing 10 hours of metalinguistic coursework outperformed preservice teachers without such content in phoneme and morpheme identification — related