Abstract
This study examines the phonic competency of teachers enrolled in learning disabilities courses. Teachers from three New England colleges completed a quiz designed to test their knowledge of consonants, vowels, syllables, accent, silent letters, terminology, and phonetic generalizations. Results indicated there were no significant differences in group subtest scores and support the need for phonic instruction in graduate programs in special education.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have