The impact of instructional practices in Grades 1 and 2 on reading and spelling achievement in high poverty schools

By B. Foorman, C. Schatschneider, M. Eakin, Jack M. Fletcher, L. Moats, D. Francis. 2006

202 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/30928e06937e088c4b347958404a671216a6c09a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “These results expand the growing literature demonstrating the positive impact of providing primary-grade students with explicit reading instruction and learning opportunities (Connor, Jakobsons, et al., 2009; Connor et al., 2004; Foorman et al., 2006; McCutchen, Harry, et al., 2002; National Reading”
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “Teachers use varied approaches in their whole-class literacy instruction that may influence LM student literacy outcomes (Foorman et al., 2006; Juel & Minden-Cupp, 2000).”
First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes (2009, background): “Experts in research on phonics-based instruction support explicitly teaching patterns and spelling contexts in order to give students insights and techniques to facilitate learning how to read and spell (e.g., Blachman et al., 2004; Cunningham et al., 2004; Foorman & Moats, 2004; Foorman et al., 20”
What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014, background): “Children’s incoming levels of specific reading-related skills are the best predictors of future reading ability (Olson, Keenan, Byrne, & Samuelsson, 2014), but effective instruction that builds foundational insights about print and its meanings enables individual teachers and schools to “beat the od”
Knowledge foundations for teaching reading and spelling (2009, background): “In addition, they include the relationships among passage reading accuracy and fluency, comprehension, and background knowledge (Berninger & Richards, 2002; Cunningham & Stanovich, 1991; Foorman et al., 2006; Mehta et al. 2005; Vellutino, Tunmer, Jaccard, & Chen, 2007).”