Peer reviewedERIC Number: EJ641027
Record Type: CIJE
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Beginning Literacy: Links among Teacher Knowledge, Teacher Practice, and Student Learning.
McCutchen, Deborah; Abbott, Robert D.; Green, Laura B.; Beretvas, S. Natasha; Cox, Susanne; Potter, Nina S.; Quiroga, Teresa; Gray, Audra L.
Journal of Learning Disabilities, v35 n1 p69-86 Jan-Feb 2002
A study investigated the effects of a 2-week summer institute that taught kindergarten and first-grade teachers (n=44) about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. First-graders taught by trained teachers outperformed controls on phonological awareness and on all reading measures. (Contains references.) (CR)
Descriptors: Beginning Reading, Elementary School Teachers, Inservice Teacher Education, Kindergarten, Knowledge Base for Teaching, Learning Disabilities, Orthographic Symbols, Phoneme Grapheme Correspondence, Phonology, Preschool Teachers, Primary Education, Teacher Effectiveness, Teacher Student Relationship, Training Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: The Language of Written Language.
