Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers’ understanding of PA, using an example of instructional technology called Content Acquisition Podcasts (CAPs). In this study, teacher candidates randomly assigned to watch a CAP on PA significantly outperformed matched peers who read a practitioner-friendly article on the same topic. Findings hold important implications for the field of teacher education, support, and development in reading pedagogy.
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