In the world of psychology there is a phenomenon called “The Illusion of Explanatory Depth.” In their article on the phenomenon, Rozenblit and Keil (2002) explain that, “People feel they understand complex phenomena with far greater precision, coherence, and depth than they really do; they are subject to an illusion – an illusion of explanatory depth.” Basically, people think they know more about things than they really do. For example, if you asked 100 people on the street if they knew how a toaster works, many, if not most would say that they do. Most people have successfully used a toaster, after all. If you then asked them to explain exactly how a toaster works, it would quickly become apparent to both of you that they really don’t know as much about a toaster as they thought they did.
Research about teacher knowledge supports this notion when it comes to reading instruction. Common perception is that being a skilled reader (i.e. knowing how to read) is qualification enough to be a skilled teacher of reading. However, being a skilled reader does not mean one has an explicit awareness of the structures of written and spoken language that is necessary to effectively teach reading. Over the years, Louisa Moats has administered many surveys to teachers with varying levels of experience in order to measure their perceived and actual knowledge of concepts that are essential for effective reading instruction (Moats, 1995; Moats & Foorman, 2003). Teachers taking the survey were asked how confident they were in their ability to teach reading then they were asked specific questions about reading. Moats found some major gaps in teacher knowledge about reading instruction and understanding of the structure of the English language.
Results from these surveys have consistently demonstrated that teachers show a lack of understanding of the following concepts related to literacy knowledge and instruction: ...