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ERIC Number: EJ910113
Record Type: Journal
Publication Date: 2010
Pages: 35
Abstractor: As Provided
Reference Count: 56
Reading Recovery[R] Teacher Expertise: Gaining and Structuring Content Knowledge for Early Literacy Intervention
Gibson, Sharan A.
Literacy Teaching and Learning, v15 n1-2 p17-51 2010
This study examined the quality and characteristics of Reading Recovery intervention teachers' expertise in phonological awareness, strategies for word identification, and comprehension, grounded in their knowledge of a specific student and evaluated against research-based standards. The study also utilized a narrative analysis of the instructional reasoning of intervention teachers as constructed within retrospective interview narratives describing case knowledge of a first-grade student's intervention program. Results indicate that reading intervention teachers articulated complex, integrated expertise that was substantiated through detailed observation and theorizing regarding an individual student's intervention program. (Contains 4 tables and 1 figure.)
Reading Recovery Council of North America. 500 West Wilson Bridge Road Suite 250, Worthington, OH 43085. Tel: 614-310-7323; Fax: 614-310-7345; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A