Beginning literacy: Links among teacher knowledge, teacher practice, and student learning

Journal of Learning Disabilities

Volumn 35, Issue 1, 2002, Pages 69-86

  McCutchen, Deborah ^a   Abbott, Robert D ^a   Green, Laura B ^a   Beretvas, S Natasha ^a   Cox, Susanne ^a   Potter, Nina S ^a   Quiroga, Teresa ^a   Gray, Audra L ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036332901     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221940203500106     Document Type: Article

References (69)

1. Assessing phoneme awareness
2. Does phonemic awareness training in kindergarten make a difference in early word recognition and developmental spelling?
3. Relationship of finger function to beginning writing: Application to diagnosis of writing disabilities
4. Modifying Hayes and Flower's model of skilled writing to explain beginning and developing writing
5. Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition
6. Lower-level developmental skills in beginning writing
7. Interactive, collaborative professional development in early literacy instruction: Supporting the balancing act
8. Categorizing sounds and learning to read - A causal connection
9. Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings
10. Reforming again, again, and again
11. Explicit versus implicit instruction in phonemic awareness
12. Teachers need to know how word reading processes develop to teach reading effectively to beginners
13. Learning to read and learning to teach reading
14. The role of instruction in learning to read: Preventing reading failure in at-risk children
15. The case for early reading interventions
16. Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves study
17. An analysis of developmental spelling in GNYS AT WRK
18. Learning to read and write: A longitudinal study of 54 children from first through fourth grades
19. Phonemic awareness training: What to teach and how to teach it
20. The alphabetic principle and learning to read
21. Effects of an extensive program for stimulating phonological awareness in preschool children
22. Towards a definition of dyslexia
23. Phoneme awareness and future reading ability
24. Reading stories to preliterate children: A proposed connection to reading
25. Those who know, teach well: Helping teachers master reading-related subject-matter knowledge
26. Scientific literacy
27. The missing foundation in teacher education: Knowledge of the structure of spoken and written language
28. Wanted: Teachers with knowledge of language
29. Teachers learning ladders to literacy
30. Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the post-training development of word recognition
31. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
32. Three levels of understanding about written language acquired by young children prior to formal instruction
33. Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition
34. Where does knowledge come from? Specific associations between print exposure and information acquisition
35. Assessing phonological awareness in kindergarten children: Issues of task comparability
36. Issues in the definition and classification of attention deficit disorder
37. In the company of colleagues: An interim report on the development of a community of teacher learners
38. The prevention and remediation of reading disabilities: Evaluating what we know from research
39. Kindergarten teachers' knowledge of emergent literacy concepts
40. Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study
41. Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability
42. English orthography: Its graphical structure and its relation to sound
43. The unavoidable intervention of educational research: A framework for considering researcherpractitioner cooperation
44. '150 Different ways' of knowing: Representations of knowledge in teaching
45. The validity and reliability of phonemic awareness tests
46. Developing phonemic awareness in young children