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- Publisher
- Taylor & Francis
- Copyright
- Copyright Taylor & Francis
- ISSN
- 1532-7035
- eISSN
- 0936-2835
- DOI
- 10.1080/09362835.2015.1064414
- Publisher site
- See Article on Publisher Site
Abstract
Researchers have found that teacher preparation programs are not universally preparing teacher candidates in concepts associated with the alphabetic principle. Yet, the majority of students with reading disabilities or who struggle with beginning reading have difficulty with phonology and concepts associated with the alphabetic principle. The purpose of this study was to examine the efficacy of a series of multimedia modules on participants' (N = 76) knowledge and skills related to early reading instruction. The multimedia modules covered basic literacy concepts primarily related to phonology and phonics. Results from the experimental, control-group design indicated that the modules were successful in teaching foundational literacy constructs to participants. Thus, multimedia modules may be a promising avenue for providing instruction for teacher candidates. Additional research, however, is needed to ensure mastery of knowledge and to evaluate how principles of effective instruction can guide multimedia module use by teacher educators.
Journal
Exceptionality – Taylor & Francis
Published: Oct 2, 2015