Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different stages of training provided through 2-year courses that meet the objectives of the International Dyslexia Association (IDA) standards of teacher knowledge and practice. It included 347 K-12 licensed teachers who were at various stages of training when they completed a test of knowledge in the areas of Phonological Sensitivity, Phonemic Awareness, Decoding, Spelling, and Morphology. The level of terminal degree (i.e., BA or MA) held by participating teachers and their amount of teaching experience did not predict performance on the test. In contrast, participating teachers differed in their level of knowledge as a function of how much training they had received as part of a 2-year course. Increased training was associated with elevated levels of knowledge. Moreover, teachers who completed the 2-year training program and went on to obtain certification through a national certifying organization had reliably greater knowledge than those who had not. Additionally, the weakest domains of knowledge across all teachers were in spelling and morphology, suggesting a need for improved training in these domains, given that they are identified deficiencies for persistently poor responders to reading intervention and in children presenting with late emerging forms of reading disability.

中文翻译：

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表征接受系统性扫盲培训的教育工作者的知识。

要解决阅读障碍学生的需求，需要对阅读干预的多维方法的各个组成部分有深入的了解，这需要对所教语言的结构的理解来支持。当前的研究探讨了英语教师知识与通过2年课程提供的不同培训阶段之间的关联，这些课程达到了国际诵读困难协会（IDA）教师知识和实践标准的目标。其中包括347名K-12持照教师，他们在完成语音敏感性，音素意识，解码，拼写和形态学方面的知识测试时，正处于培训的各个阶段。终极程度（即，参加活动的教师所持有的文学学士学位或文学硕士学位）以及他们的教学经验不能预测考试的成绩。相反，参与教师的知识水平因两年课程所接受的培训程度而异。培训的增加与知识水平的提高有关。此外，完成了为期两年的培训课程并继续通过国家认证机构获得认证的教师所拥有的知识要比未经过培训的教师更为可靠。此外，所有教师中最薄弱的知识领域是拼写和形态，这表明需要改进这些领域的培训，