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Survey of the Relationship between P...

Robinson, Cynthia S.

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Survey of the Relationship between Phonological Awareness Instruction and Teacher Background, Perspective, and Environment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Survey of the Relationship between Phonological Awareness Instruction and Teacher Background, Perspective, and Environment./
Author:	Robinson, Cynthia S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	179 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10155671
ISBN:	9781369107425

Survey of the Relationship between Phonological Awareness Instruction and Teacher Background, Perspective, and Environment.
Robinson, Cynthia S.

Survey of the Relationship between Phonological Awareness Instruction and Teacher Background, Perspective, and Environment. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 179 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ph.D.)--Northcentral University, 2016.

Phonological awareness and reading comprise the causal relationship of teaching reading and leaning to read. A student's phonological awareness skills serve as the early predictors of their ability to transition emergent literacy skills into formal reading abilities. A teacher's explicit instruction in phonological awareness ultimately increases reading success in the students coming years solidifying the relationship between teaching practices and reading success. Current issues in reading development are repeatedly traced back to phonological awareness skills and teacher instruction defining the need for further research and greater teacher understanding as necessary to develop successful readers. The research addressed the relationship of teacher background, perspective, and environment and their influence on phonological awareness instruction. Without understanding this relationship there is a diminished awareness of how to effectively produce phonological awareness instruction in the preschool classroom. The purpose of this quantitative correlational study was to explore the relationship between teacher background, teacher perspective, and environmental influence as components of phonological awareness instruction. The research study was conducted throughout the state of Florida with Voluntary Pre-Kindergarten (VPK) teachers from a mixture of private, public, and home-based education centers within Gold Seal accredited VPK programs. The research survey consisted of 31 questions and was distributed using the online data collection tool Survey MonkeyRTM. There were 103 participants who responded to the survey but only 83 met the criteria as the lead teacher in the classroom leaving 83 participants with survey data could be analyzed. A principle component analysis was completed to confirm the correlation between the constructs and their assigned survey questions. Once the analysis was conducted the constructs were reconfigured based on the data. Using the reconfigured constructs, multiple linear regression analysis, tests of normality, coefficients, collinearity, and descriptive tests were used to analyze the data. According to study results, teacher perspective is the most significance factor concerning phonological awareness instruction while teacher background and environmental influence showed no statistical significance. Further research on the individual components of teacher background and environmental influence as well as analysis of responses based on the type of VPK center would be beneficial for further development of research.

ISBN: 9781369107425Subjects--Topical Terms:

518817
Early childhood education.

Survey of the Relationship between Phonological Awareness Instruction and Teacher Background, Perspective, and Environment.
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500 $a Adviser: Sharon R. Kimmel.
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520 $a Phonological awareness and reading comprise the causal relationship of teaching reading and leaning to read. A student's phonological awareness skills serve as the early predictors of their ability to transition emergent literacy skills into formal reading abilities. A teacher's explicit instruction in phonological awareness ultimately increases reading success in the students coming years solidifying the relationship between teaching practices and reading success. Current issues in reading development are repeatedly traced back to phonological awareness skills and teacher instruction defining the need for further research and greater teacher understanding as necessary to develop successful readers. The research addressed the relationship of teacher background, perspective, and environment and their influence on phonological awareness instruction. Without understanding this relationship there is a diminished awareness of how to effectively produce phonological awareness instruction in the preschool classroom. The purpose of this quantitative correlational study was to explore the relationship between teacher background, teacher perspective, and environmental influence as components of phonological awareness instruction. The research study was conducted throughout the state of Florida with Voluntary Pre-Kindergarten (VPK) teachers from a mixture of private, public, and home-based education centers within Gold Seal accredited VPK programs. The research survey consisted of 31 questions and was distributed using the online data collection tool Survey MonkeyRTM. There were 103 participants who responded to the survey but only 83 met the criteria as the lead teacher in the classroom leaving 83 participants with survey data could be analyzed. A principle component analysis was completed to confirm the correlation between the constructs and their assigned survey questions. Once the analysis was conducted the constructs were reconfigured based on the data. Using the reconfigured constructs, multiple linear regression analysis, tests of normality, coefficients, collinearity, and descriptive tests were used to analyze the data. According to study results, teacher perspective is the most significance factor concerning phonological awareness instruction while teacher background and environmental influence showed no statistical significance. Further research on the individual components of teacher background and environmental influence as well as analysis of responses based on the type of VPK center would be beneficial for further development of research.
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