Cited by

• 2022Teaching Children to Read122 cited
• 2011Teachers’ knowledge base for implementing response-to-intervention models in reading118 cited
• 2017Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course96 cited
• 2017Teacher Professional Development and Student Literacy Growth: a Systematic Review and Meta-analysis93 cited
• 2009Teacher Knowledge, Instructional Expertise, and the Development of Reading Proficiency90 cited
• 2015Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers90 cited
• 2013Making time for literacy: teacher knowledge and time allocation in instructional planning82 cited
• 2013Improving teacher candidates' knowledge of phonological awareness: A multimedia approach62 cited
• 2010Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences56 cited
• 2011Ecological, Psychological, and Cognitive Components of Reading Difficulties51 cited
• 2013Teacher Implementation of Evidence-Based Practices in Tier 151 cited
• 2018English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland50 cited
• 2015Pre-service teachers’ knowledge of phonemic awareness: relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture42 cited
• 2020Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective39 cited
• 2018Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools39 cited
• 2016A comparison of schools: teacher knowledge of explicit code-based reading instruction38 cited