An exploration of the relationship between phonological and phonics knowledge, and self‐efficacy for teaching-Reference-Cited by-同舟云学术

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An exploration of the relationship between phonological and phonics knowledge, and self‐efficacy for teaching

Published:2019-11-29 Issue:3 Volume:26 Page:286-304
ISSN:1076-9242
Container-title:Dyslexia
language:en
Short-container-title:Dyslexia

Author:

Nicholson Tom¹^ORCID,McIntosh Sheryll²

Affiliation:

1. EducationMassey University Albany New Zealand

2. EducationThe University of Auckland NewZealand

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology,General Medicine

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/dys.1636

Reference69 articles.

1. Albritton K. Terry N. P. &Truscott S. D.(2018).Examining the effects of performance feedback on preschool teachers' fidelity of implementation of a small‐group phonological awareness intervention.Reading & Writing Quarterly– online publication

2. Self-efficacy: Toward a unifying theory of behavioral change.

3. Bilingualism

4. First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Components of Teacher Self-Efficacy for Literacy Instruction for In-Service Educators in Two Southeastern School Districts;Reading Psychology;2023-06-12

2. Introduction to the special issue: Teacher knowledge of literacy skills international perspectives;Dyslexia;2020-08

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