| OCR Text |
Show LETRS based spelling curriculum 19 interaction between teacher knowledge and instructional practices (Carreker et al., 2010). Although any quality linguistic educational program will most likely improve teacher knowledge, mastery requires teachers to have practical classroom learning opportunities and more training than one-off reading and writing workshops (McNewill, 2018). It is important to give adequate literacy training to both pre-service and in-service teachers educators, research shows a correlation of teacher knowledge to pre-service knowledge (Pittman et al., 2022). Reading coaches or mentors are especially effective at supporting teacher literacy instruction in the classroom (Ehri & Flugman, 2018). It is critical for primary teachers to have professional development to enhance their literacy development. Literacy knowledge enhances their ability to teach spelling-related components (Carreker et al., 2010; Ehri & Flugman, 2018; McNewill, 2018; Pittman et al., 2022; Pittman et al., 2023; Pulliate & Ehri, 2018). Researchers tested 74 teachers' spelling-related knowledge, comparing 38 teachers with 30+ hours of professional development versus another 36 teachers with no professional development. The result was that the teachers with 30+ hours of training had significantly more literacy knowledge (Carreker et al., 2010). In a second study, the same researchers tested 38 different teachers' spelling-related knowledge who had 120+ professional learning hours as well as mentoring. These teachers showed the most spelling-related knowledge in the study, compared to 160 other teachers with less training to no training. It was concluded that the more professional training, with mentoring, makes the biggest impact for teachers’ spelling-related knowledge. The limitation to this case study was there wasn’t a connection to teacher knowledge and student knowledge. Another limitation to this study is that there wasn’t a pre and post test for teachers to compare individual knowledge gains before and after professional development (Carreker et al., 2010). |
