Word-Level Knowledge of Preservice Teachers’ Content-Area Vocabulary: An Analysis of Phonological and Semantic Knowledge of Disciplinary Terms
Citation (APA 7th): Sigmon, Miranda L. (2026). Word-level knowledge of preservice teachers’ content-area vocabulary: An analysis of phonological and semantic knowledge of disciplinary terms. The Teacher Educators’ Journal, 19, 101-120. https://doi.org/10.66196/REPO8582
Miranda L. Sigmon
Winthrop University
Abstract
Practicing and preservice teachers are increasingly being introduced to the science of reading and the influence of research-based literacy instruction on student outcomes. A comprehensive understanding of foundational literacy skills is essential for effective literacy instruction. In this study, early childhood and elementary education majors were assessed on their abilities to apply word-level analysis skills, typical of those taught within English Language Arts (ELA), to content-area terms. Participants previously received instruction in phonological and semantic word analysis during their early literacy methods course. They were then asked to apply these skills to content-area terms, demonstrating how general literacy strategies can support learning across subject areas. Key findings indicate consistently high proficiency scores in phonological word analysis and semantic word analysis, while individual errors reflect a need for more instruction related to syllabication rules.
