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Why are linguistic features and PTSD symptoms related? An analysis of cognitive reappraisal and rumination
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Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems
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Examining production, dissemination, and consumption of misinformation: the case of COVID-19 pandemic
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Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators
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When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors
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The Whale, the Whaler, and the World: An Ecocritical Evaluation of Melville's Moby-Dick
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“Listen up, I got a story to tell” : a qualitative study examining collegiate experiences and code-switching among Black male scholars at predominantly white Institutions
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Situating positionality and power in CBPR conducted with a refugee community: Benefits of a co-learning reflective model
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Enhancing conversations with English language learners in communication centers
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Physical education for language acquisition in middle school ELLs
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Defining identities: acculturation experiences of college-educated, North Sudanese immigrant women in Greensboro, North Carolina
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Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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Abstract:
Teachers have a strong impact on their students’ learning such that a student receiving instruction by an incompetent teacher, even for one school year, might endure long-term negative consequences. Several studies found how teacher knowledge and instructional practices are strong predictors of students’ successful learning. In the center of teacher knowledge is teacher content knowledge, which for reading includes knowledge of basic language elements. The findings from most of the studies that addressed teacher language knowledge are mounting to indicate that teachers have poor language knowledge and suggest this is problematic due to the language knowledge necessary for learning to read. This study aimed to examine Arabic language knowledge among Saudi elementary special and general education teachers who teach reading to students with reading disabilities. This study utilized an explanatory sequential mixed methods design, with two phases. A quantitative phase examined the knowledge of Arabic Morphology and Phonology (KAMP) and the self-perception of language knowledge among 263 teachers, and a qualitative phase of interviews with a selected number of special education teachers. The findings from this study indicated that special and general education teachers have poor knowledge of Arabic phonology and morphology, with a tendency to overestimate their levels of language knowledge. Also, teachers with little teaching experience scored significantly higher than teachers with average and high teaching experience, indicating that teachers’ amount of teaching does not improve their language knowledge. The interviews suggest an unfamiliarity with aspects of Arabic language knowledge may be due to limited or no attention to it in teacher preparation and in-service training programs, the main factor considered for the noticed poor language knowledge. The study concludes with the discussion of the findings, possible implications, study limitations, and suggestions for future research.
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Keyword:
Elementary school teachers $z Saudi Arabia; Language awareness $z Saudi Arabia; Reading teachers $z Saudi Arabia; Teachers of children with disabilities $z Saudi Arabia
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URL: http://libres.uncg.edu/ir/uncg/f/Alqahtani_uncg_0154D_12989.pdf
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Operationalizing item difficulty modeling in a medical certification context
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Whiteface as rhetorical metis in Sharmila Sen’s Not quite not white : and, Code meshing: practices for writing space in post-secondary education
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The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English
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They look like me: impactos y beneficios de la comunidad en los programas de español para hablantes de herencia
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Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics
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Claiming a family brand identity: The role of website storytelling
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