Access the full text.
Sign up today, get DeepDyve free for 14 days.
EK Washburn, ES Binks-Cantrell, RM Joshi, S Martin-Chang, A Arrow (2016)
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand and the United StatesAnnals of Dyslexia, 66
M. Soriano-Ferrer, Joyce Echegaray-Bengoa, R. Joshi (2016)
Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachersAnnals of Dyslexia, 66
Erin Washburn, Emily Binks‐Cantrell, R. Joshi, Sandra Martin‐Chang, Alison Arrow (2015)
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USAAnnals of Dyslexia, 66
R. Joshi, Emily Binks, M. Hougen, M. Dahlgren, Emily Ocker-Dean, Dennie Smith (2009)
Why Elementary Teachers Might Be Inadequately Prepared to Teach ReadingJournal of Learning Disabilities, 42
D McCutchen, RD Abbott, LB Green, SN Beretvas, S Cox, NS Potter, T Quiroga, AL Gray (2002)
Beginning literacy: Links among teacher knowledge, teacher practice, and student learningJournal of Learning Disabilities, 35
P. McCardle, Vinita Chhabra (2004)
The voice of evidence in reading research.
Mikko Aro, P. Björn (2016)
Preservice and inservice teachers’ knowledge of language constructs in FinlandAnnals of Dyslexia, 66
A. Cunningham, Kathryn Perry, K. Stanovich, P. Stanovich (2004)
Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacyAnnals of Dyslexia, 54
D. Langenberg (2000)
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
(2000)
Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754)
Carolyn Denton, B. Foorman, Patricia Mathes (2003)
Perspective: Schools That “Beat the Odds”Remedial and Special Education, 24
L. Moats (1994)
The missing foundation in teacher education: Knowledge of the structure of spoken and written languageAnnals of Dyslexia, 44
D. McCutchen, Robert Abbott, Laura Green, S. Beretvas, Susanne Cox, Nina Potter, Teresa Quiroga, Audra Gray (2002)
Beginning LiteracyJournal of Learning Disabilities, 35
C. Snow, M. Burns, P. Griffin (1998)
Preventing reading difficulties in young children
(2003)
Schools that Bbeat the odds^: Implications for reading instruction
W. Grigg, M. Daane, Ying Jin, Jay Campbell (2003)
The Nation's Report Card: Reading, 2002.
Janice Almasi, Lynn Shanahan (2006)
Comprehen-sion and the Report of the National Reading Panel
Emily Binks‐Cantrell, Erin Washburn, M. Hougen (2012)
Peter Effect in the Preparation of Reading TeachersScientific Studies of Reading, 16
Kurt Landgraf (2003)
Using Assessments and Accountability To Raise Student Achievement.
Annals of Dyslexia (2019) 69:1–4 https://doi.org/10.1007/s11881-018-00173-3 Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy 1 1 R. Malatesha Joshi & Kausalai (Kay) Wijekumar Published online: 3 January 2019 The International Dyslexia Association 2019 Literacy skills—defined simply as reading and writing—are required to work successfully in the school as well as outside of school. However, in many of the countries and especially in the USA, lack of mastering literacy skills had harmful consequences for the individual which in turn can have damaging effects on the society and the nation. These negative effects of illiteracy have been shown by the fact that more than 50% of the adolescents with substance abuse problems and being on welfare systems have literacy problems. Further, 75% of students who dropout of high schools have reading problems and 85% of individuals in juvenile delinquent systems are functionally illiterate (Lyon, 2001). The positive aspect of being literate is demonstrated by the fact that when literacy instruction was provided in the juvenile delinquent system, there was only a 16% chance that they return back to the system; however, when literacy help is not provided, there is a 70% chance that will return to the system (Begin
Annals of Dyslexia – Springer Journals
Published: Jan 3, 2019
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.