Knowledge, Skills, and Practices Concerning Phonological Awareness Among Early Childhood Education Teachers

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A sample of 83 kindergarten teachers participated in this study to examine their knowledge, skills, and classroom practices concerning phonological awareness. Analyses of data revealed significant gaps between knowledge and practice, knowledge and skills, and skills and practice. The gap between knowledge and skills, on one hand, and classroom practices, on the other hand, was significantly noticeable, an indication that participants did not practice, in reality, significant proportions of their knowledge and skills during teaching. Analyses showed that in-service training affected the result of this study and that skills in phonological awareness predicted classroom practices.