Analysis Of Phonological Awareness Content In Pre-Service Textbooks On The Teaching Of Reading

The current study examined the accuracy of phonological awareness content in pre-service textbooks on the teaching of reading. Chapters in 28 textbooks published between 2001 and 2011 were analyzed for accuracy and omissions of content on phonological awareness. We identified and analyzed content related to six categories: (a) definitions, (b) task hierarchy, (c) task descriptions, (d) phoneme descriptions, (e) skill components, and (f) phoneme-grapheme correspondences. A total of 313 errors in accuracy were identified all six categories: no chapter was error-free. Content errors in the phoneme-grapheme correspondences category were the most prevalent across chapters. Error exemplars and inappropriate activities are provided. A total of 39 omissions were identified in the two categories examined: definitions and phoneme level word analysis. This is the first known study of the magnitude and type of phonological awareness inaccuracies and omissions of content in pre-service textbooks. Knowledge of these inaccuracies and omissions will allow speech-language pathologists to collaborate with teachers to overcome such resource shortcomings and enhance classroom phonological awareness instruction, particularly for children with language impairment who are at risk for reading difficulties. We recommend that textbook authors and publishers seek out expert collaborators and reviewers prior to publication.