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Measuring teachers’ content knowledge of language and reading
11 references·16 citing·41 second hop
Measuring teachers’ content knowledge of language and reading (2003)Measuring teachers’ content knowledge of …Journal of Learning Disabilities (2022)Journal of Learning Disabilit…Woodcock-Johnson Tests of Achievement (2018)Woodcock-Johnson Tests of Ach…Woodcock-Johnson Tests of Achievement (2018)Woodcock-Johnson Tests of Ach…Beginning Literacy (2002)Beginning LiteracyPhonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis (2001)Phonemic Awareness Instructio…How Psychological Science Informs the Teaching of Reading (2001)How Psychological Science Inf…Teaching 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 phonological loop as a language learning device. (1998)The phonological loop as a la…Preventing Reading Difficulties in Young Children (1998)Preventing Reading Difficulti…The missing foundation in teacher education: Knowledge of the structure of spoken and written language (1994)The missing foundation in tea…Federation of Teachers (1919)Federation of TeachersPeter Effect in the Preparation of Reading Teachers (2012)Peter Effect in the Preparati…Teacher knowledge of basic language concepts and dyslexia (2011)Teacher knowledge of basic la…Are preservice teachers prepared to teach struggling readers? (2010)Are preservice teachers prepa…Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading (2009)Why Elementary Teachers Might…Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009)Teachers' Knowledge of Litera…Professional Development in Scientifically Based Reading Instruction (2009)Professional Development in S…Knowledge foundations for teaching reading and spelling (2009)Knowledge foundations for tea…Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development (2009)Individualizing Student Instr…Further evidence for teacher knowledge: supporting struggling readers in grades three through five (2009)Further evidence for teacher …First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes (2009)First grade teachers’ knowled…Does teacher professional development affect content and pedagogical knowledge: How much and for how long? (2009)Does teacher professional dev…Successful Phonological Awareness Instruction With Preschool Children (2008)Successful Phonological Aware…Phonological Awareness Intervention: Beyond the Basics (2007)Phonological Awareness Interv…The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools (2005)The impact of instructional p…Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience (2005)Teachers’ literacy-related kn…Preparing novice teachers to develop basic reading and spelling skills in children (2004)Preparing novice teachers to …Theoretical Models and Processes of Reading (1987)Beginning to read: thinking and learning about print (1990)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)Toward a definition of dyslexia (1995)Critical Elements of Classroom and Small‐Group Instruction Promote Reading Success in All Children (2001)Ways with Words (1983)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings (1992)Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy (2004)Experimenting With Teacher Professional Development: Motives and Methods (2008)Assessing teacher candidates' general pedagogical/psychological knowledge: Test construction and validation. (2011)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Handbook of reading research (1991)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Learning to Read Words: Theory, Findings, and Issues (2005)Phonological skills and their role in learning to read: A meta-analytic review. (2012)Experience and Education (1986)Eye movements in reading and information processing: 20 years of research. (1998)What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. (2006)Do “Brain-Training” Programs Work? (2016)PISA 2018 Assessment and Analytical Framework (2019)A First Language: The Early Stages (1974)Language Learnability and Language Development (1986)Working memory: looking back and looking forward (2003)On the capacity of attention: Its estimation and its role in working memory and cognitive aptitudes (2005)Working Memory: Theories, Models, and Controversies (2011)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)School readiness and later achievement. (2007)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)A definition of dyslexia (2003)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Single-Case Intervention Research Design Standards (2012)Impacts of a Prekindergarten Program on Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills (2013)Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety (2015)Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes (2018)The Dropout Process in Life Course Perspective: Early Risk Factors at Home and School (2001)Pursuing a “Sense of Success”: New Teachers Explain Their Career Decisions (2003)Assessment Literacy for the Language Classroom (2012)Phonology and the Problems of Learning to Read and Write (1985)Behavioral Assessment (1988)Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching (2007)
this work references cited by second hop

References

  • 1998Preventing Reading Difficulties in Young Children5,494 cited
  • 2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction4,310 cited
  • 1998The phonological loop as a language learning device.2,200 cited
  • 2001Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta‐Analysis1,495 cited
  • 2001How Psychological Science Informs the Teaching of Reading929 cited
  • 1919Federation of Teachers566 cited
  • 2022Journal of Learning Disabilities497 cited
  • 1994The missing foundation in teacher education: Knowledge of the structure of spoken and written language471 cited
  • 2002Beginning Literacy409 cited
  • 2018Woodcock-Johnson Tests of Achievement381 cited
  • 2018Woodcock-Johnson Tests of Achievement304 cited

Cited by

  • 2009Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth311 cited
  • 2009Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development310 cited
  • 2009Knowledge foundations for teaching reading and spelling264 cited

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2008
Successful Phonological Awareness Instruction With Preschool Children
259 cited
  • 2009Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading245 cited
  • 2007Phonological Awareness Intervention: Beyond the Basics219 cited
  • 2011Teacher knowledge of basic language concepts and dyslexia202 cited
  • 2010Are preservice teachers prepared to teach struggling readers?190 cited
  • 2012Peter Effect in the Preparation of Reading Teachers185 cited
  • 2005The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools181 cited
  • 2004Preparing novice teachers to develop basic reading and spelling skills in children161 cited
  • 2005Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience139 cited
  • 2009Professional Development in Scientifically Based Reading Instruction136 cited
  • 2009Does teacher professional development affect content and pedagogical knowledge: How much and for how long?135 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