Research on the Prevention of Reading Problems: Are Kindergarten and First Grade Teachers Listening?

Abstract

Reading problems can be prevented, or at least minimized, in a reading program that includes explicit instruction in phonemic awareness, word identification skills leading to accurate, fluent reading, and comprehension. This study reports the results of a survey of 549 kindergarten and first grade teachers designed to examine teacher attitudes toward, and knowledge of, beginning reading practices that have been shown to prevent reading failure. The results indicate that for children at risk, teachers display more positive attitudes toward explicit reading approaches that embody the teaching of phonemic awareness and phonics. The implications of these results for teacher training and future research are discussed.