title: Knowledge foundations for beginning reading teachers in EFL.
abstract: This study examined the knowledge that teachers need in order to become successful early reading teachers in English as a foreign language. The findings showed that in-service teachers had better content knowledge than pre-service teachers, although the results indicated overall low performance and insufficiently developed concepts about the structure of language, spelling rules, and academic terminology in both groups.
authors: Graduate School for Advanced Degrees, Levinsky College of Education, Tel Aviv, Israel. goldfus@netvision.net.il
authors: Carol
authors: C
authors: Goldfus
mesh_terms: D000328:Adult; D002648:Child; D002983:Clinical Competence / Q000706:statistics & numerical data*; D003265:Contingent Negative Variation; D005178:Faculty / Q000592:standards* / Q000706:statistics & numerical data*; D006801:Humans; D007802:Language; D008037:Linguistics; D019303:Multilingualism; D010700:Phonetics; D012660:Semantics; D011795:Surveys and Questionnaires; D014825:Vocabulary