“…Over the past three decades, a number of literacy researchers have identified key precursor skills for reading achievement. These skills have been documented in policy documents (Hawken, 2008;NELP, 2009;OME, 2022OME, , 2023 to guide instructional practice, and include such items as alphabet knowledge (Adams, 1990;Ehri, 2022), phonological awareness (Piasta & Hudson, 2022), rapid automatic naming of letters (McWeeny et al, 2022), writing letters and the child's name (NELP, 2009;Schickendanz, 2018), concepts of print (Clay, 1991), oral language (Seidenberg, 2017), and visual processing (Clay, 1991). These skills are a part of kindergarten educators' PCK and they need to observe student progress in each of these areas, and to have a well-developed set of instructional strategies to draw on, in order to teach these skills.…”