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"Batting" around Ideas: A Design/Development Study of Preservice Teachers' Knowledge of Text Difficulty and Text Complexity.

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Title: "Batting" around Ideas: A Design/Development Study of Preservice Teachers' Knowledge of Text Difficulty and Text Complexity.
Authors: Lammert, Catherine (AUTHOR), DeJulio, Samuel R. (AUTHOR), Hiebert, Elfrieda H. (AUTHOR)
Source: Reading Psychology. Jul2023, Vol. 44 Issue 5, p484-513. 30p.
Subjects: Student teachers, Teacher educators, Prior learning, Phonological awareness
Abstract: This study reports the knowledge of text complexity held by preservice teachers prior to coursework. The goal of this research is to determine what strengths and what learning needs preservice teachers have related to text selection with the intention of informing programmatic redesign. In this preliminary component of a design-development study, we report findings from the Text Complexity Task, a verbal protocol task administered to 31 preservice teachers. Findings show that when evaluating text complexity, preservice teachers noted word and text-level features, but attended less to phonemic patterns, multisyllable words, and sentence-level features. Additionally, participants differed in their arguments about how some text features (e.g., unknown vocabulary, rhyming patterns) influence text difficulty. Preservice teachers also differed in their views of how a reader's prior knowledge influences text difficulty, vocabulary knowledge, and word solving. The article concludes with recommendations for teacher educators interested in improving preservice teachers' text selection for reading instruction. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: "Batting" around Ideas: A Design/Development Study of Preservice Teachers' Knowledge of Text Difficulty and Text Complexity.
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  Data: <searchLink fieldCode="AR" term="%22Lammert%2C+Catherine%22">Lammert, Catherine</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22DeJulio%2C+Samuel+R%2E%22">DeJulio, Samuel R.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hiebert%2C+Elfrieda+H%2E%22">Hiebert, Elfrieda H.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Jul2023, Vol. 44 Issue 5, p484-513. 30p.
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  Data: <searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+learning%22">Prior learning</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink>
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  Data: This study reports the knowledge of text complexity held by preservice teachers prior to coursework. The goal of this research is to determine what strengths and what learning needs preservice teachers have related to text selection with the intention of informing programmatic redesign. In this preliminary component of a design-development study, we report findings from the Text Complexity Task, a verbal protocol task administered to 31 preservice teachers. Findings show that when evaluating text complexity, preservice teachers noted word and text-level features, but attended less to phonemic patterns, multisyllable words, and sentence-level features. Additionally, participants differed in their arguments about how some text features (e.g., unknown vocabulary, rhyming patterns) influence text difficulty. Preservice teachers also differed in their views of how a reader's prior knowledge influences text difficulty, vocabulary knowledge, and word solving. The article concludes with recommendations for teacher educators interested in improving preservice teachers' text selection for reading instruction. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02702711.2022.2163443
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        Text: English
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        Type: general
      – SubjectFull: Teacher educators
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      – SubjectFull: Prior learning
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      – SubjectFull: Phonological awareness
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      – TitleFull: "Batting" around Ideas: A Design/Development Study of Preservice Teachers' Knowledge of Text Difficulty and Text Complexity.
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              Text: Jul2023
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