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| Reading Research Quarterly | 2 |
Author
| Bloodgood, Janet W. | 2 |
| Broaddus, Karen | 1 |
| Lomax, Richard G. | 1 |
| Morris, Darrell | 1 |
| Perney, Jan | 1 |
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| Journal Articles | 2 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
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Peer reviewedMorris, Darrell; Bloodgood, Janet W.; Lomax, Richard G.; Perney, Jan – Reading Research Quarterly, 2003
Tests a hypothesis about the growth of word knowledge in kindergarten and first graders. Notes that it was predicted that phoneme awareness develops in phases and that ability to finger-point read interacts with phoneme awareness in the development of early reading skill. Concludes that structural equation modeling showed that the longitudinal…
Descriptors: Emergent Literacy, Instructional Effectiveness, Invented Spelling, Longitudinal Studies
"We're Supposed To Already Know How To Teach Reading": Teacher Change To Support Struggling Readers.
Peer reviewedBroaddus, Karen; Bloodgood, Janet W. – Reading Research Quarterly, 1999
Explores the evolving perspectives of six school members who served as tutors (three first-grade teachers, two Title I teachers, and the school principal) on professional development, classroom language arts instruction, and school-wide literacy curriculum. Describes how the program shifted to teacher development and curriculum reform as school…
Descriptors: Curriculum Development, Grade 1, Instructional Effectiveness, Language Arts
