NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ855908
Record Type: Journal
Publication Date: 2009
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8438
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth
Piasta, Shayne B.; Connor, Carol McDonald; Fishman, Barry J.; Morrison, Frederick J.
Scientific Studies of Reading, v13 n3 p224-248 2009
We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction. (Contains 2 figures, 8 tables and 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
IES Funded: Yes
Grant or Contract Numbers: R305B070074; R305H040013; R305B040074