First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes

Reading and Writing

Volumn 22, Issue 4, 2009, Pages 425-455

  Brady, Susan ^a   Gillis, Margie ^b   Smith, Tara ^a   Lavalette, Maryellen ^b   Liss Bronstein, Linda ^b   Lowe, Evelyn ^b   North, Wendy ^b   Russo, Evelyn ^b   Wilder, T Diane ^b  

^a UNIVERSITY OF RHODE ISLAND   (United States)

^b HASKINS LABORATORIES   (United States)

Author keywords

Literacy; Professional development; Reading instruction; Response to training; Teacher attitudes; Teacher knowledge

Indexed keywords

EID: 67349269550     PISSN: 09224777     EISSN: None     Source Type: Journal    
DOI: 10.1007/s11145-009-9166-x     Document Type: Article

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