Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth

We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teach...

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Bibliographic Details
Published in:Scientific studies of reading 2009-05, Vol.13 (3), p.224-248
Main Authors: Piasta, Shayne B., Connor, Carol McDonald, Fishman, Barry J., Morrison, Frederick J.
Format: Article
Language:English
Subjects:
Classroom management
Control Groups
Correlation
Decoding (Reading)
Elementary School Teachers
Florida
Grade 1
Knowledge
Knowledge Base for Teaching
Literacy
Reading comprehension
Reading Instruction
Reading Skills
Skill Development
Statistical Analysis
Teacher Characteristics
Teacher Effectiveness
Vocabulary Development
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Summary:We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted stronger word-reading gains. For students of less knowledgeable teachers, more time in explicit instruction was associated with weaker skill gains. Findings highlight the importance of teachers' specialized body of knowledge about reading as it informs effective instruction.
ISSN:1088-8438
1532-799X
DOI:10.1080/10888430902851364