NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1142488
Record Type: Journal
Publication Date: 2017-Jun
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0922-4777
Does Teachers' Pedagogical Content Knowledge Affect Their Fluency Instruction?
Van den Hurk, H. T. G.; Houtveen, A. A. M.; Van de Grift, W. J. C. M.
Reading and Writing: An Interdisciplinary Journal, v30 n6 p1231-1249 Jun 2017
The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation modelling reveal a small but significant ?-value of 0.29, indicating that only 8% of the variance in teachers' classroom behaviour in teaching fluent reading is accounted for by teachers' pedagogical content knowledge of reading. Presumably teacher knowledge is not as stable and conclusive as one might think. More research is needed in determining the factors that work restricting for teachers in putting their knowledge into classroom practice. It is recommended that preservice and in-service teacher training should not be limited to transfer of knowledge, but should also assist teachers in designing and performing effective fluent reading instruction.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A