Abstract
Literacy instruction is an important component of educator preparation programs. Since many students are identified as having learning disabilities in reading, it is important that all teachers are knowledgeable and have proficient phonics skills. Recent research has indicated that many teachers are lacking the skills necessary for appropriate literacy instruction. This study examined college students', general education teachers', and special education teachers' perceptions of their teaching ability and actual knowledge of phonics. A survey was used to gather information that was analyzed for statistical purposes using a one-way analysis of variance to compare all three groups, and significant differences were found among special educators, general educators, and college students.
Keywords: special education, teacher learning, instructional practice, phonics, literacy instruction
