ANALYSIS OF THE RESULTS OF THE TEACHERS’ FOUNDATIONAL KNOWLEDGE IN TEACHING READING

ITEMS Excellent Above Ave Average Below Average Poor Teachers’ LEVEL

#1 I IIII I

1.Can identify examples of reading instruction for developing word recognition, language 1 3 1 0 0 Above Ave.

recognition, language comprehension, strategic knowledge, and reading-writing connections  

#2 IIIII I

2.Can identify conditions that support individual motivation to read and write * 0 5 1 0 0 Above Ave

#3 III IIII

3. Can recognize major theories of reading and writing processes and development, including the 0 3 4 0 0 Average

role of language acquisition in language learning. *

#4 IIII II

Can recognize major theories of reading using supporting evidence from theory and research.  * 0 4 2 0 0 Above Ave

#5 III IIII

Can explain language and reading development using supporting evidence from theory and 0 3 4 0 0 Average

research. *

#6 IIII II

6. Can demonstrate knowledge about the transfer of skills from the first language to the second 0 4 2 0 0 Above Ave

language as it affects literacy learning across these components. *

#7 IIIIII

7. Has time and attends training and conferences on reading and literacy to strengthen theoretical 0 6 0 0 0 Above Ave

knowledge base about reading and writing across the curriculum. *

#8 IIIII I

8. Can perform effective assessment practices from instruction. * 0 5 1 0 0 Above Ave.

#9 IIIIIII I

9. Can demonstrate skilled use of assessment process and results. * 0 7 1 0 0 Above Ave.

#10 IIIII I

10. Can analyze assessment data and communicate findings and implications to form an 0 5 1 0 0 Above Ave.

appropriate action plan. *

The table shows the result of the Assessment on the Teachers’ Foundational Knowledge in Teaching Reading of Villanueva Elementary School. The result shows that the
reading teachers of Villanueva ES possessed an Above Average Foundational Knowledge in Teaching Reading specifically in the Identification of conditions that support individual
motivation to read & write, recognition of major theories of reading and writing processes and development , including the role of language acquisition in language learning,
demonstration of knowledge about the transfer of skills from the first language to the second language as it affects literacy learning across these components, in giving time and
attending trngs and conferences on reading and literacy strengthening theoretical knowledge base about reading and writing across the curriculum, in performing effective assessment
practices from instruction and demonstrating skilled use of assessment process and results, identifying examples of reading instruction for developing word recognition, language
recognition, language comprehension, strategic knowledge, and reading-writing connections

However, the result suggests that trainings for reading teachers should be conducted to further enhance their foundational knowledge in the following:

1. recognition of major theories of reading and writing processes and development, including the role of language acquisition in language learning  and
2. explaining language and reading development using supporting evidence from theory and research.  *
 ASSESSMENT TOOL ON TEACHER'S FOUNDATIONAL
KNOWLEDGE IN TEACHING READING
. 1. Can identify examples of reading instruction for developing word recognition, language recognition, language comprehension,

strategic knowledge, and reading-writing connections *

5- Excellent

4- Above Average

3. Average
 2- Below Average

1- Poor

2. Can identify conditions that support individual motivation to read and write *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor

3. Can recognize major theories of reading and writing processes and development, including the role of language acquisition in

language learning. *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor

4. Can recognize major theories of reading using supporting evidence from theory and research. *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor

5. Can explain language and reading development using supporting evidence from theory and research.  *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor

6. Can demonstrate knowledge about the transfer of skills from the first language to the second language as it affects literacy

learning across these components. *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor

7. Has time and attends training and conferences on reading and literacy to strengthen theoretical knowledge base about reading

and writing across the curriculum. *

5- Excellent
 4- Above Average

3- Average

2- Below Average

1- Poor

8. Can perform effective assessment practices from instruction. *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor

9. Can demonstrate skilled use of assessment process and results. *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor

10. Can analyze assessment data and communicate findings and implications to form an appropriate action plan.  *

5- Excellent

4- Above Average

3- Average

2- Below Average

1- Poor