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Early childhood educators’ perceived and actual metalinguistic knowledge, beliefs and enacted practice about teaching early reading
16 references·0 citing·41 second hop
Early childhood educators’ perceived and actual metalinguistic knowledge, beliefs and enacted practice about teaching early reading (2015)Early childhood educators’ perceived and …Direct-Instruction Reading (2013)Direct-Instruction ReadingThe Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read (2012)The Causal Role of Phoneme Aw…Phonological skills and their role in learning to read: A meta-analytic review. (2012)Phonological skills and their…Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009)Teachers' Knowledge of Litera…Belonging, being and becoming: the early years learning framework for Australia (2009)Belonging, being and becoming…Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)Phonemes, Rimes, Vocabulary, …Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis. (2004)Kindergarten Prediction of Re…Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy (2004)Disciplinary knowledge of K-3…Measuring teachers’ content knowledge of language and reading (2003)Measuring teachers’ content k…Beginning Literacy (2002)Beginning LiteracyTeaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (2000)Teaching children to read: An…The role of instruction in learning to read: Preventing reading failure in at-risk children. (1998)The role of instruction in le…The missing foundation in teacher education: Knowledge of the structure of spoken and written language (1994)The missing foundation in tea…Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis (1994)Ameliorating Early Reading Fa…Theory of Instruction: Principles and Applications (1982)Theory of Instruction: Princi…Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read (1972)Understanding Reading: A Psyc…Handbook of reading research (1991)Comparing correlated correlation coefficients. (1992)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)Testing the Home Literacy Model: Parent Involvement in Kindergarten Is Differentially Related to Grade 4 Reading Comprehension, Fluency, Spelling, and Reading for Pleasure (2005)Orthographic Depth and Its Impact on Universal Predictors of Reading (2010)Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities (2011)Statistical Methods for Meta-Analysis (1988)Meta-analysis of Observational Studies in Epidemiology A Proposal for Reporting (2000)Trim and Fill: A Simple Funnel‐Plot–Based Method of Testing and Adjusting for Publication Bias in Meta‐Analysis (2000)Is working memory training effective? A meta-analytic review. (2012)Oral language deficits in familial dyslexia: A meta-analysis and review. (2016)Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018)Categorizing sounds and learning to read—a causal connection (1983)Decoding, Reading, and Reading Disability (1986)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. (2006)Handbook of Research on Learning and Instruction (2011)Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. (2012)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Language Basis of Reading and Reading Disabilities: Evidence From a Longitudinal Investigation (1999)Phonological Recoding and Orthographic Learning: A Direct Test of the Self-Teaching Hypothesis (1999)Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program (2008)Learning to Read: The Great Debate (1969)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters (2000)Teaching Effectiveness Research in the Past Decade: The Role of Theory and Research Design in Disentangling Meta-Analysis Results (2007)Schema Theory and ESL Reading Pedagogy (1983)How Psychological Science Informs the Teaching of Reading (2001)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. 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(2000)Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research (2005)Constructivism and Instructional Design (1991)The effects of theoretically different instruction and student characteristics on the skills of struggling readers (2005)The Effectiveness of Direct Instruction Curricula: A Meta-Analysis of a Half Century of Research (2018)
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References

  • 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction4,310 cited
  • 2012Phonological skills and their role in learning to read: A meta-analytic review.1,300 cited
  • 2004Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.1,086 cited
  • 1972Understanding Reading: A Psycholinguistic Analysis of Reading and Learning to Read957 cited
  • 1998The role of instruction in learning to read: Preventing reading failure in at-risk children.896 cited
  • 2013Direct-Instruction Reading843 cited
  • 2004Kindergarten Prediction of Reading Skills: A Longitudinal Comparative Analysis.833 cited
  • 1994Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis729 cited
  • 1982Theory of Instruction: Principles and Applications700 cited
  • 2009Belonging, being and becoming: the early years learning framework for Australia634 cited
  • 1994The missing foundation in teacher education: Knowledge of the structure of spoken and written language471 cited
  • 2002Beginning Literacy409 cited
  • 2004Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy375 cited
  • 2003

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Measuring teachers’ content knowledge of language and reading
344 cited
  • 2009Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth311 cited
  • 2012The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read306 cited
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