Teacher’s knowledge can influence the act of teaching and affect children’s learning outcomes. Linguistic and language knowledge of teachers plays an important role in supporting learners at the beginning to read stage. This study examines the language and linguistic knowledge of teachers of beginning readers in New Zealand, how these teachers perceive their own practices in teaching reading, and the relationship with the nature of observed instructional practices. The teachers in the study used predominantly implicit approaches to early reading instruction, with word-level instruction and prompting used only after context, even when teachers with high linguistic knowledge used implicit approaches, suggesting that teacher’s knowledge is not sufficient, on its own, to ensure effective, explicit, word-level instruction to beginning readers.

中文翻译：

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明确的语言知识对于提供明确的早期扫盲教学是必要的，但还不够。

教师的知识可以影响教学行为并影响儿童的学习成果。在初读阶段，教师的语言和语言知识在支持学习者方面起着重要作用。这项研究研究了新西兰初学者的教师的语言和语言知识，这些教师如何看待自己在阅读教学中的实践，以及与观察到的教学实践的本质之间的关系。该研究中的教师主要使用隐式方法进行早期阅读教学，即使在具有较高语言知识的教师使用隐式方法的情况下，单词水平的指导和提示也仅在上下文之后使用，这表明教师的知识本身不足以应对确保向入门读者提供有效，明确，单词级的指导。