Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?

Early Grade Teachers’ Implementation of Phonics-based Literacy Instruction for Reading Skills Development: Do Teachers’ Professional Experiences Make a difference?

In-service training in phonics-based literacy instruction comparing the USAID and non-USAID Jifunze Uelewe schools has not been focused on by the research team in Tanzania. Thus, there has been limited evidence to inform planning and implementing lessons improving reading skills among early grades...

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Bibliographic Details
Main Authors: Pambas Tandika, Placidius Ndibalema, Godlove Laurent, Joyce Mbepera, Prosper Gabriel
Format: Article
Language:English
Published: Unit for Distance Education, Faculty of Education, University of Pretoria 2024-12-01
Series:Teacher Education through Flexible Learning in Africa
Subjects:
In-service teacher education
phonics approach
literacy
special needs
early grade
Online Access:https://upjournals.up.ac.za/index.php/tetfle/article/view/4684
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