Preservice teachers completing 10 hours of metalinguistic coursework outperformed preservice teachers without such content in phoneme and morpheme identification¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After 10 hours of metalinguistic coursework, preservice teachers scored higher on phoneme identification (78.8%) and morpheme identification (72.9%) than preservice teachers who had not received metalinguistic content (49.7% and 64.5%). → 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
Post-course group comparison (Table 1) of 86 experimental preservice teachers against 36 comparison preservice teachers from Carreker et al. (2010), using percent-correct scores on the phoneme and morpheme identification tasks. The experimental cohort scored "78.8%" on phoneme identification versus 49.7%, and 72.9% versus 64.5% on morpheme identification.
"The comparison showed that the experimental cohort out-performed the comparison preservice group in phonemic awareness and morphological awareness knowledge."
Discussion¶
Learner Variables¶
- Morphological Awareness — outcome: instruction changes it
- 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
- 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
- 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
- Intervention fidelity was high, with 100% adherence to allocated topic time and 78% of students attending all five lectures — related
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