Measuring Teachers' Content Knowledge of Language and Reading

Annals of Dyslexia

Volumn 53, Issue , 2003, Pages 23-45

  Moats, Louisa C ^a,c   Foorman, Barbara R ^b  

^a Sopris West Educational Services   (United States)

^b UNIVERSITY OF TEXAS   (United States)

^c NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0742271589     PISSN: 07369387     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11881-003-0003-7     Document Type: Review

References (32)

1. American Federation of Teachers. (1999). Teaching reading is rocket science. Washington, DC: Author.
2. Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The research building blocks for teaching children to read, K-3. Washington, DC: National Institute for Literacy.
3. Baddeley, A. D., Gathercole, S., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 58-173.
4. Berninger, V., & Richards, T. (2002). Brain literacy for educators and psychologists. Amsterdam, The Netherlands: Academic Press.
5. Bos, C., Mather, N., Dickson, S., Podhajski, B., & Chard, D. (2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia, 51, 97-120.
6. Bos, C., Mather, N., Narr, R., & Babur, N. (1999). Interactive, collaborative professional development in early reading instruction: Supporting the balancing act. Learning Disabilities Research and Practice, 14, 215-226.
7. Brady, S., & Moats, L. C. (1997). Informed instruction for reading success: Foundations for teacher preparation (A position paper of the International Dyslexia Association). Baltimore: International Dyslexia Association.
8. California Commission on Teacher Credentialing. (2002). Reading instruction competency assessment (RICA) content specifications. Sacramento, CA: California Commission on Teacher Credentialing.
9. Cunningham, A. E., Perry, K. E., Stanovich, K. E., Stanovich, P. J., & Chappell, M. (2001, June). Js teachers' knowledge of important declarative knowledge of reading well calibrated? Paper presented at the annual conference of the Society for the Scientific Study of Reading, Boulder, CO.
10. Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabukry Test-Revised. Circle Pines, MN: American Guidance Service.
11. Ehri, L. C., Nunes, S. R., Willows, D., Schuster, B., Yaghoub-Zadeh, Z. & Shanahan, T. (2001). Phonemic awareness instruction helps children to read: Evidence from the National Reading Panel's meta-analysis, Reading Research Quarterly, 36, 250-287.
12. Foorman, B. R., Chen, D.-T., Carlson, C., Moats, L., Francis, D. J., & Fletcher, J. M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16, 289-324.
13. Foorman, B. R., & Moats, L. C. (in press). Conditions for sustaining research-based practices in early reading instruction. Remedial and Special Education.
14. Foorman, B. R., & Schatschneider, C. (2003). Measurement of teaching practices during reading/language arts instruction and its relationship to student achievement. In S. Vaughn & K. L. Briggs (Eds.). Reading in the classroom: Systems for the observation of teaching and learning (pp. 1-30). Baltimore: Paul H. Brookes Publishing Company.
15. Hill, H. B. (2000). Literacy instruction in teacher education: A comparison of teacher education in Australia, New Zealand, and the United States of America. Unpublished doctoral dissertation, Columbia University, Teachers College, New York.
16. Hooper, S., Swartz, C., Wakely, M., deKruif, R., & Montgomery, J. (2002). Executive functions in elementary school children with and without problems in written expression. Journal of Learning Disabilities, 35, 57-68.
17. Learning First Alliance. (2000). Every child reading: A professional development guide. Washington, DC: Author.
18. Lyon, G. R., Vaasen, M., & Toomey, F. (1989). Teachers' perception of their undergraduate and graduate preparation. Teacher Education and Special Education, 12, 164-169.
19. Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 4, 471-482.
20. McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69-86.
21. McCutchen, D., & Berninger, V. (1999). Those who know, teach well: Helping teachers master literacy-related subject matter knowledge. Learning Disabilities Research and Practice, 14(4), 215-226.
22. McCutchen, D., Harry, D. R., Cunningham, A. E., Cox, S., Sidman, S., & Covill, A. E. (2002). Reading teachers' content knowledge of children's literature and phonology. Annals of Dyslexia, 52, 207-228.
23. Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.
24. Moats, L. C. (1995). The missing foundation in teacher education. American Educator (Special Issue: Learning to Read: Schooling's First Mission), 19(2), 9, 43-51.
25. Moats, L. C. (2002). Blueprint for professional development, Reading First Leadership Academy. Washington, DC: United States Department of Education.
26. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel: Teaching children to read - An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: NICHD, National Institutes of Health.
27. National Joint Committee on Learning Disabilities. (2000), Professional development for teachers: A report from the National Joint Committee on Learning Disabilities. Learning Disability Quarterly, 23, 2-6.
28. O'Connor, R. (1999). Teachers learning ladders to literacy. Learning Disabilities Research & Practice, 14, 203-214.
29. Rayner, K., Foorman, B. F., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2(2), 31-74.
30. Snow, C., Burns, S., & Griffin, M. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council, National Academy of Sciences.
31. Texas Education Agency. (1984). Texas teacher appraisal system. Austin, TX: Texas Education Agency.
32. Woodcock, R., & Johnson, M. B. (1989). Woodcock-Johnson Tests of Achievement. Circle Pines, MN: American Guidance Service.