TY - JOUR
T1 - Teachers' kowledge of lteracy cncepts, cassroom pactices, and sudent rading gowth
AU - Piasta, Shayne B.
AU - Connor, Carol Mc Donald
AU - Fishman, Barry J.
AU - Morrison, Frederick J.
N1 - Funding Information:
This work was supported, in part, by a Pre-Doctoral Interdisciplinary Training Grant R305B04074 from the Institute of Education Sciences. The ISI study was funded by grants R305H04013 and R305B070074, “Child by Instruction Interactions: Effects of Individualizing Instruction” from the U.S. Department of Education, Institute for Education Sciences and by grant R01HD48539 from the National Institute for Child Health and Human Development. The opinions expressed are ours and do not represent views of the funding agencies.
PY - 2009/5
Y1 - 2009/5
N2 - 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.
AB - 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.
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U2 - 10.1080/10888430902851364
DO - 10.1080/10888430902851364
M3 - Article
AN - SCOPUS:70449556703
SN - 1088-8438
VL - 13
SP - 224
EP - 248
JO - Scientific Studies of Reading
JF - Scientific Studies of Reading
IS - 3
ER -