In this study, the investigators surveyed 215 early childhood educators throughout New Jersey and eastern Pennsylvania to determine teacher knowledge and training in early literacy instruction, with a focus on The 5 Big Ideas in Reading as identified by the National Reading Panel: phonological awareness, accuracy and fluency, alphabetic principle, vocabulary, and comprehension (National Reading Panel, 2000; Walpole, McKenna, Uribe-Zarain, & Lamitina, 2010). The survey response totals indicated that of the five literacy domains, early childhood teachers were most likely to have had training in phonological awareness and least likely to have had training in the domain of vocabulary. Across all critical domains of early literacy, professional development was the most common training format and mentoring was the least common training format.
Vesay, J. P., & Gischlar, K. L. (2013). The Big 5: Teacher Knowledge and Skill Acquisition in Early Literacy. Reading Horizons: A Journal of Literacy and Language Arts, 52 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol52/iss3/5