Exploring teachers' reading knowledge, beliefs and instructional practice
Karen F. Kehoe,
Anita S. McGinty
Abstract:BackgroundThe delivery of effective, evidence‐based early reading instruction depends partially on teachers' knowledge about reading acquisition, development and pedagogy. Research shows that teachers often perform poorly on measures of reading‐related knowledge, often cited as one explanation for a gap between reading research and classroom practice. Studies on whether teacher knowledge improves student learning by leading to higher quality reading instruction, however, have produced mixed results. It is theo… Show more
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