Teachers' knowledge is a critical component to students learning to read proficiently. The present research sought to determine the literacy knowledge of 150 urban, elementary school teachers from 11 low socio‐economic schools in one of nation's largest cities. Teachers' ability to understand concepts relating to phonological awareness, phonemic awareness, alphabetic principle/phonics, and morphology as well as their knowledge about teaching these fundamental skills were assessed through a standardized measure. Using exploratory factor analysis to understand the latent constructs underlying the survey scores and hierarchical linear modelling on factor scores of each construct, the results revealed that teachers located in low socio‐economic status schools did not have explicit knowledge needed to effectively teach struggling readers. Although the teachers possessed a high level of knowledge regarding syllable counting skills, they lacked knowledge related to morphology. Practical implications are provided to assist teachers in increasing their literacy knowledge.

中文翻译：

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低社会经济地位学校的老师对与识字能力和学生成绩有关的语言结构的知识

老师的知识是学生学习精通阅读的重要组成部分。本研究旨在确定来自全国最大城市之一的11所低社会经济学校的150名城市小学教师的识字知识。通过标准化的方法，评估了教师对与语音意识，音素意识，字母原理/语音和形态有关的概念的理解能力，以及他们对教授这些基本技能的知识。使用探索性因子分析来了解调查得分背后的潜在结构，并根据每个结构的因子得分进行分层线性建模，结果表明，处于低社会经济地位的学校的教师并不具备有效教学苦苦读者所需的明确知识。尽管教师对音节计数技巧有很高的了解，但他们却缺乏与形态有关的知识。提供了实际意义，以帮助教师提高他们的识字知识。