Teachers' knowledge of literacy concepts, classroom practices, and student reading growth

Shayne B. Piasta, Carol Mc Donald Connor, Barry J. Fishman, Frederick J. Morrison

    Research output: Contribution to journalArticle

    44 Scopus citations

    Abstract

    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.

    Original languageEnglish (US)
    Pages (from-to)224-248
    Number of pages25
    JournalJournal of Poverty
    Volume13
    Issue number3
    StatePublished - Jul 1 2009

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    ASJC Scopus subject areas

    • Demography
    • Sociology and Political Science

    Cite this

    Piasta, S. B., Connor, C. M. D., Fishman, B. J., & Morrison, F. J. (2009). Teachers' knowledge of literacy concepts, classroom practices, and student reading growth. Journal of Poverty, 13(3), 224-248.