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Explicit Phonological Knowledge of Educational Professionals

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References

2007Teacher professional learning and development: Best evidence synthesis iteration1,071 cited
2003Phonological Awareness: From Research to Practice531 cited
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2003Measuring teachers’ content knowledge of language and reading344 cited
2009Further evidence for teacher knowledge: supporting struggling readers in grades three through five132 cited
2009First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes124 cited
2007The Effects of In-Service Education to Promote Emergent Literacy in Child Care Centers: A Feasibility Study113 cited
2003Teachers’ acquisition of knowledge about English word structure110 cited
2009Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading109 cited
2005Teachers' attitude to and knowledge of metalinguistics in the process of learning to read89 cited
2008Phonemic Awareness Skill of Speech-Language Pathologists and Other Educators86 cited
2010Australian pre-service teachers' knowledge of phonemic awareness and phonics in the process of learning to read71 cited

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2008Early Childhood Educators' Knowledge of Early Literacy Development.50 cited

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2015The knowledge and perceptions of prospective teachers and speech language therapists in collaborative language and literacy instruction54 cited
2013Why the New Zealand National Literacy Strategy has failed and what can be done about it: Evidence from the Progress in International Reading Literacy Study (PIRLS) 2011 and Reading Recovery monitoring reports41 cited
2013Theoretical beliefs and instructional practices used for teaching spelling in elementary classrooms37 cited
2017A culturally responsive framework for enhancing phonological awareness development in children with speech and language impairment35 cited
2021Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review32 cited
2015Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge30 cited
2019Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction27 cited