Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning

16 references·4 citing·52 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1987Knowledge and Teaching:Foundations of the New Reform16,774 cited
2009Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures4,855 cited
2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills1,870 cited
2008Classroom Effects on Children’s Achievement Trajectories in Elementary School544 cited
2008The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices521 cited
1994The missing foundation in teacher education: Knowledge of the structure of spoken and written language471 cited
2002Beginning Literacy409 cited
2004The Nature of Phonological Awareness: Converging Evidence From Four Studies of Preschool and Early Grade School Children.389 cited
2004Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy375 cited
2003Measuring teachers’ content knowledge of language and reading344 cited
2009Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth311 cited
2001Perceptions and knowledge of preservice and inservice educators about early reading instruction303 cited
2011Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development.296 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

2016

The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis

251 cited

2009Why Elementary Teachers Might Be Inadequately Prepared to Teach Reading245 cited

2011Teacher knowledge of basic language concepts and dyslexia202 cited

Cited by

2020Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices44 cited
2021Examining Teacher Preparation for Code‐Related Reading Instruction: An Integrated Literature Review32 cited
2022The oral language and emergent literacy skills of preschoolers: Early childhood teachers’ self‐reported role, knowledge and confidence30 cited
2024Context Matters: Factors that Influence Storytime Providers’ Knowledge, Beliefs, and Self-Efficacy2 cited