Conditions for Sustaining Research-Based Practices in Early Reading Instruction

By B. Foorman, L. Moats. 2004

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/38935a3811ed5f3f51b60b453999abf4a5130bac

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In Developmental and Educational Psychology

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Citations in the corpus

A Study of Novice Special Educators' Views of Evidence-Based Practices (2009, unknown): “…Ahwee, Pilonieta, & Menendez, 2003; Malouf & Schiller, 1995; Warby, Greene, Higgins, & Lovitt, 1999) as well as providing suggestions and models for improved and continued practice (Baker, Gersten, Dimino, & Griffiths, 2004; Foorman & Moats, 2004; Vaughn & Coleman, 2004; Vaughn & Dammann, 2001).”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, unknown): “[91] Foorman, Barbara, and Moats, Louisa.”
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., 2”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “Additional research has shown the impact of professional development and teacher preparation on teachers’ knowledge (Bos, Mather, Narr, & Babur, 1999; Foorman & Moats, 2004; McCutchen, Abbott, et al., 2002; McCutchen, Harry, et al., 2002; Moats & Foorman, 2003; Spear-Swerling & Brucker, 2003, 2004).”
Knowledge foundations for teaching reading and spelling (2009, background): “Teachers in a variety of settings, including high poverty schools (Foorman & Moats, 2004), are almost always enthusiastic about learning this content and applying it.”
Teacher Study Group (2010, methodology): “Findings are only suggestive of the link between these groups and improvements in teaching practice, student achievement, and school culture (e.g., Foorman & Moats, 2004; Gersten, Baker, & Griffiths, 2003; Saunders et al., 2001; Tichenor & Heins, 2000).”
Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners (2007, methodology): “Significant links between gains in teacher knowledge, ratings of teaching quality, and student achievement gains were found by McCutchen et al. (2002) and Foorman and Moats (2004).”
Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading (2009, result): “For example, in Foorman and Moats (2004), results indicated that teachers with high attendance at the professional development courses performed better on the teacher knowledge survey than those who attended some or none of the sessions.”
Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement (2011, methodology): “In particular, it is worth noting that the measure of teachers’ knowledge developed by Garet et al. (2008) was carefully (and more or less evenly) balanced across the five areas of reading discussed in Snow et al.”
Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, background): “To learn, execute, and maintain new practices, teachers require prompt, specific, and ongoing feedback (Denton, Vaughn, & Fletcher, 2003; Foorman & Moats, 2004).”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “This call to increase teacher knowledge is bolstered by a growing body of research that has revealed significant links between teacher knowledge and practice, and most importantly, student reading achievement (Foorman & Moats, 2004; McCutchen, Abbott et al., 2002; Spear-Swerling & Brucker, 2004).”