Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes

Rauno Parrila · Tomohiro Inoue · Kristy Dunn · Robert Samuel Savage · George Kyriacou Georgiou

28 citations0/0 files storedReading and Writing

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Teacher Education and Leadership Studies Early Childhood Education and Development

Abstract

Abstract We examined the associations between teachers’ knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students’ early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were associated with stronger decoding or word reading outcomes once earlier decoding skills were controlled. Differentiation of instruction was observed more in classrooms with lower initial decoding skills, and it contributed to better decoding at Time 2. Finally, perceived ability predicted decoding and years of experience predicted word reading at Time 2.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 28 citations exist upstream.

References

2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction 1994The missing foundation in teacher education: Knowledge of the structure of spoken and written language 2002Beginning Literacy 2004Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy 2003Measuring teachers’ content knowledge of language and reading 2004Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading 2009Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth 2009Individualizing Student Instruction Precisely: Effects of Child × Instruction Interactions on First Graders’ Literacy Development

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.