Researchers from Middle Tennessee State University have conducted several studies examining how teacher knowledge of components of language affects student achievement. Because these studies are not publicly available due to paywalls, this section offers brief summaries of the findings. Anyone interested in receiving copies of the research can contact Middle Tennessee State University’s Dyslexia Center: dyslexia@mtsu.edu
- Characterizing the Knowledge of Educators Receiving Training in Systematic Literacy Instruction (2019)
This study evaluated teacher training for educators of struggling readers, measuring gains in phonological sensitivity, phonemic awareness, decoding, encoding, and morphology. Educators’ degree level (BA vs. MA) did not affect knowledge, but those who completed training that combined explicit instruction with a supervised practicum (e.g., IMSLEC-accredited therapist-level training) showed significantly higher knowledge than those without such training.
The study emphasizes prioritizing educators’ professional knowledge and administrative support so they can effectively improve reading achievement. Notably, it also finds that scripted curricula cannot substitute for teachers’ knowledge.
This study assessed knowledge of phonological sensitivity, phonemic awareness, decoding, encoding, and morphology among 1,369 classroom teachers, 74 reading interventionists, and 131 special educators working with struggling readers.
Reading interventionists scored highest overall; classroom teachers exceeded special educators in phonological sensitivity and decoding but matched them in phonemic awareness, encoding, and morphology.
The authors stress that knowledge of phonological, orthographic, and morphological structures is critical for word reading, vocabulary, and comprehension. They found it concerning that special educators—who serve students with the most complex needs—had lower knowledge levels of these components, which may lead to misinterpreted assessments, poor word selection and feedback, and misaligned instructional goals.
Prioritizing professional development that builds language-structure knowledge across all instructional tiers is essential.
Prior research measured educators’ knowledge of language constructs; this study examined how that knowledge affects student outcomes. Teacher knowledge of language and literacy reliably predicted students’ spring foundational skills but not reading comprehension. The authors note effective instruction requires teachers to know both language constructs and instructional methods.
Unlike subjects such as math and science, reading instruction depends on comprehensive teacher knowledge of language—phonological awareness, decoding, fluency, vocabulary, comprehension, spelling, and writing.