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An additional goal was to investigate teachers' beliefs regarding various aspects of literacy acquisition. Results indicated low scores for language constructs, especially those related to phonology and orthography. EFL teachers reported dedicating the largest amount of classroom time to vocabulary\u2010related activities whereas the smallest amounts of time were allotted to teaching phonemic awareness and word reading. Teachers with higher scores on phonological, syllabic, and orthographic knowledge allocated more time to teaching and practicing phonemic awareness, grapheme\u2010phoneme correspondence, and reading skills. 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