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Introduction to the special issue on teacher knowledge from an international perspective

Introduction to the special issue on teacher knowledge from an international perspective Ann. of Dyslexia (2016) 66:1–6 DOI 10.1007/s11881-015-0119-6 Introduction to the special issue on teacher knowledge from an international perspective 1 2 R. Malatesha Joshi & Erin K. Washburn & Janina Kahn-Horwitz Received: 25 November 2015 /Accepted: 4 December 2015 /Published online: 2 February 2016 The International Dyslexia Association 2016 High-quality instruction is the key to ensuring that all children learn to read and write. Moreover, researchers have noted the important and positive impact that a knowledgeable teacher can make on a child’s literacy acquisition, particularly for children who struggle to acquire basic literacy skills (Moats, 2009;Snowetal., 1998, 2005). Thus, for a little over two decades, researchers have investigated what teachers know about basic reading components related to the spoken and written structure of the English language (e.g., phonology, orthog- raphy, morphology). Though this research has yielded both worrisome and promising findings about teacher content knowledge and its relationship to student literacy acquisition and achievement, most of the research has been conducted in the USA (Binks-Cantrell, Washburn, Joshi, & Hougen, 2012;Moats, 1994; Spear-Swerling & Brucker, 2003, 2004; Spear-Swerling, Brucker, & Alfano, 2005; Washburn, Joshi, & Binks-Cantrell, 2011). However, recently this research has expanded to encompass a more international perspective. In http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annals of Dyslexia Springer Journals

Introduction to the special issue on teacher knowledge from an international perspective

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References (12)

Publisher
Springer Journals
Copyright
Copyright © 2016 by The International Dyslexia Association
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology
ISSN
0736-9387
eISSN
1934-7243
DOI
10.1007/s11881-015-0119-6
Publisher site
See Article on Publisher Site

Abstract

Ann. of Dyslexia (2016) 66:1–6 DOI 10.1007/s11881-015-0119-6 Introduction to the special issue on teacher knowledge from an international perspective 1 2 R. Malatesha Joshi & Erin K. Washburn & Janina Kahn-Horwitz Received: 25 November 2015 /Accepted: 4 December 2015 /Published online: 2 February 2016 The International Dyslexia Association 2016 High-quality instruction is the key to ensuring that all children learn to read and write. Moreover, researchers have noted the important and positive impact that a knowledgeable teacher can make on a child’s literacy acquisition, particularly for children who struggle to acquire basic literacy skills (Moats, 2009;Snowetal., 1998, 2005). Thus, for a little over two decades, researchers have investigated what teachers know about basic reading components related to the spoken and written structure of the English language (e.g., phonology, orthog- raphy, morphology). Though this research has yielded both worrisome and promising findings about teacher content knowledge and its relationship to student literacy acquisition and achievement, most of the research has been conducted in the USA (Binks-Cantrell, Washburn, Joshi, & Hougen, 2012;Moats, 1994; Spear-Swerling & Brucker, 2003, 2004; Spear-Swerling, Brucker, & Alfano, 2005; Washburn, Joshi, & Binks-Cantrell, 2011). However, recently this research has expanded to encompass a more international perspective. In

Journal

Annals of Dyslexia – Springer Journals

Published: Feb 2, 2016

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