Associations of Reading Knowledge with Kindergarten and First Grade Teachers’ Reported Instructional Strategies
Author:
Affiliation:
1. Appalachian State University, Boone, North Carolina, USA
2. School of Education, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
Funder
IES Goal 3
Publisher
Informa UK Limited
Subject
Linguistics and Language,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/19388071.2020.1774689
Reference86 articles.
1. Reconsidering the contribution of teacher knowledge to student learning: Linear or curvilinear effects?
2. First-grade teachers’ perception and implementation of a semi-scripted reading curriculum
3. What I've Learned about Effective Reading Instruction
4. Collaboration in collaborative learning
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1. Exploring teachers' reading knowledge, beliefs and instructional practice;Journal of Research in Reading;2023-11-15
2. Validation of an instrument for assessing elementary-grade educators’ knowledge to teach reading;Reading and Writing;2023-06-02
3. What do upper-elementary and middle school teachers know about the processes of text comprehension?;Reading and Writing;2022-03-05
4. Getting KnERDI with Language: Examining Teachers’ Knowledge for Enhancing Reading Development in Code‐Based and Meaning‐Based Domains;Reading Research Quarterly;2021-10-19
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