Teachers’ acquisition of knowledge about English word structure

By Louise Spear-Swerling, Pamela Owen Brucker. 2003

126 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/54220c3055c7003ad645799cd8afa5b314b9a220

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Knowledge foundations for teaching reading and spelling (2009, background): “Spear-Swerling and Brucker (2003, 2004) have investigated the relationship between novice teachers’ word structure knowledge and the progress of second grade children they were tutoring.”
Peter Effect in the Preparation of Reading Teachers (2012, background): “Poor classroom instruction has been attributed to a lack of basic understanding of the concepts related to the English language needed to teach reading skills ( Bos, Mather, Dickson, Podhajski, & Chard, 2001 ; Moats, 1994 ; Spear-Swerling & Brucker, 2003 ).”
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 ”
What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014, background): “…understandings of reading psychology and individual differences, the few hours allotted to the study of language, language-based learning, and instruction may not be enough to enable prospective teachers to achieve high levels of mastery (Spear-Swerling, 2009; Spear-Swerling & Brucker, 2003, 2004).”
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., 200”