NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ784681
Record Type: Journal
Publication Date: 2008-Feb
Pages: 11
Abstractor: Author
Reference Count: 25
ISSN: ISSN-0034-0561
Teacher Knowledge Matters in Supporting Young Readers
Fitzharris, Linda; Jones, Mary Blake; Crawford, Allison
Reading Teacher, v61 n5 p384-394 Feb 2008
Teacher knowledge is important because it is related to student outcomes. The researchers of this article wanted to answer the following questions: (1) How do classroom teachers describe the reading cueing systems? (2) How do classroom teachers analyze running record information? and (3) How do classroom teachers implement classroom reading instruction based on miscue analysis of running records and their knowledge of the reading cueing systems? The researchers evaluated the case studies from a group of teachers with a detailed rubric and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized. This study has implications for further work because of the current interest in standards, assessment, and literacy staff development. (Contains 2 tables and 2 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A