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

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

Research output: Contribution to journalArticle

44 Citations (Scopus)

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 2009
Externally publishedYes

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literacy
classroom
instruction
teacher
student
interaction
knowledge
time

ASJC Scopus subject areas

  • Demography
  • Sociology and Political Science

Cite this

Piasta, S. B., Connor, C. M., 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.

Teachers' knowledge of literacy concepts, classroom practices, and student reading growth. / Piasta, Shayne B.; Connor, Carol McDonald; Fishman, Barry J.; Morrison, Frederick J.

In: Journal of Poverty, Vol. 13, No. 3, 07.2009, p. 224-248.

Research output: Contribution to journalArticle

Piasta, SB, Connor, CM, Fishman, BJ & Morrison, FJ 2009, 'Teachers' knowledge of literacy concepts, classroom practices, and student reading growth', Journal of Poverty, vol. 13, no. 3, pp. 224-248.
Piasta SB, Connor CM, Fishman BJ, Morrison FJ. Teachers' knowledge of literacy concepts, classroom practices, and student reading growth. Journal of Poverty. 2009 Jul;13(3):224-248.
Piasta, Shayne B. ; Connor, Carol McDonald ; Fishman, Barry J. ; Morrison, Frederick J. / Teachers' knowledge of literacy concepts, classroom practices, and student reading growth. In: Journal of Poverty. 2009 ; Vol. 13, No. 3. pp. 224-248.
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