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SB Piasta, CM Connor, BJ Fishman, FJ Morrison (2009)
Teachers’ knowledge of literacy concepts, classroom practices, and student reading growthScientific Studies of Reading, 13
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Knowledge needed to support the teaching of reading: preparing teachers for a changing world
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Preparing novice teachers to develop basic reading and spelling skills in childrenAnnals of Dyslexia, 54
E Washburn, RM Joshi, E Binks-Cantrell (2011)
Teacher knowledge of basic language concepts and dyslexiaDyslexia, 17
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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
Annals of Dyslexia – Springer Journals
Published: Feb 2, 2016
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