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Volumn 29, Issue 3, 2008, Pages 236-265

Comparing teachers' literacy-related knowledge to their state's standards for reading

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EID: 45749122718     PISSN: 02702711     EISSN: 15210685     Source Type: Journal    
DOI: 10.1080/02702710801982258     Document Type: Article
Times cited : (16)

References (21)
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    • Beck, I.L.1    Juel, C.2
  • 4
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    • Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy
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    • (2004) Annals of Dyslexia , vol.54 , pp. 139-167
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  • 5
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    • Teacher quality and student achievement: A review of state policy evidence
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    • (2000) Education Policy Analysis Archives , vol.78 , Issue.1 , pp. 1-44
    • Darling-Hammond, L.D.1
  • 8
    • 5744241655 scopus 로고    scopus 로고
    • International Reading Association , Newark, DE: International Reading Association
    • International Reading Association (1998). Standards for reading professionals. Newark, DE: International Reading Association.
    • (1998) Standards for reading professionals
  • 9
    • 0001256741 scopus 로고
    • Teacher beliefs and perceptions about learning disabilities: A survey of Iowa practitioners
    • Kavale, K. A., & Reese, J. H. (1991). Teacher beliefs and perceptions about learning disabilities: A survey of Iowa practitioners. Learning Disabilities Quarterly, 14(2), 141-160.
    • (1991) Learning Disabilities Quarterly , vol.14 , Issue.2 , pp. 141-160
    • Kavale, K.A.1    Reese, J.H.2
  • 10
    • 0000294236 scopus 로고    scopus 로고
    • Those who know teach well: Helping teachers master literacy-related content knowledge
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    • (1999) Learning Disabilities Research and Practice , vol.14 , pp. 215-226
    • McCutchen, D.1    Berninger, V.2
  • 11
    • 21844493028 scopus 로고
    • The missing foundation in teacher education: Knowledge of the structure of spoken and written language
    • 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.
    • (1994) Annals of Dyslexia , vol.44 , pp. 81-102
    • Moats, L.C.1
  • 14
    • 0742271589 scopus 로고    scopus 로고
    • Measuring teachers' content knowledge of language and reading
    • Moats, L. C., & Foorman, B. R. (2003). Measuring teachers' content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.
    • (2003) Annals of Dyslexia , vol.53 , pp. 23-45
    • Moats, L.C.1    Foorman, B.R.2
  • 15
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    • Wanted: Teachers with knowledge of language
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    • (1996) Topics in Language Disorders , vol.16 , pp. 73-81
    • Moats, L.C.1    Lyon, G.R.2
  • 18
  • 19
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    • Teachers' acquisition of knowledge about English word structure
    • Spear-Swerling, L., & Brucker, P. (2003). Teachers' acquisition of knowledge about English word structure. Annals of Dyslexia, 53, 72-103.
    • (2003) Annals of Dyslexia , vol.53 , pp. 72-103
    • Spear-Swerling, L.1    Brucker, P.2
  • 20
    • 84956885215 scopus 로고
    • Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy
    • Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
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    • Stanovich, K.E.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.