Examining the early literacy knowledge of teachers working in special education preschools: A mixed methods study

This study aims to determine the knowledge levels of teachers working in special education preschools regarding early literacy skills and their classroom practices related to each early literacy sub-skill. Conducted using an explanatory sequential mixed-methods design, the teachers' knowledge levels of early literacy were collected via the Early Literacy Knowledge Test (ELKT), while their classroom practices were gathered through semi-structured interview questions. The quantitative data of the research were collected from 127 teachers working in preschool special education settings. Qualitative data were obtained from 15 teachers among this group who volunteered for interviews. Upon analyzing the data, it was determined that the teachers' knowledge levels regarding early literacy skills fell into the "group in need of support" category and that there were differences in knowledge levels depending on the undergraduate program they graduated from. Additionally, it was found that teachers experienced conceptual confusion regarding the sub-dimensions of early literacy and that their classroom practices remained at a limited level. Research findings indicate a critical need for developing guidance materials to prevent conceptual confusion experienced by special education preschool teachers regarding early literacy sub-dimensions, as well as supporting their classroom practices through in-service training.