Teacher Characteristics, Classroom Instruction, and Student Literacy and Language Outcomes in Bilingual Kindergartners

By Paul T. Cirino, Sharolyn D. Pollard-Durodola, B. Foorman, Coleen D. Carlson, D. Francis. The Elementary school journal, 2007

91 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/6ebabaf3e17a2c10f134c229fe806ed1f867d46a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Pentimonti
2. Tricia A. Zucker
3. Laura M. Justice
4. Mia D. Callahan
5. A. Cunningham
6. Jamie Zibulsky
7. Sandra P. Lennox
8. H. Ezell

In Education

1. J. Pentimonti
2. Tricia A. Zucker
3. Laura M. Justice
4. Mia D. Callahan
5. A. Cunningham
6. Jamie Zibulsky
7. H. Ezell
8. Sandra P. Lennox

In Language and Linguistics

1. Laura M. Justice

Citations in the corpus

• Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “Cirino, Pollard-Durodola, Foorman, Carlson, and Francis (2007) found that teacher content knowledge was consistently unrelated to bilingual kindergarteners’ literacy and language outcomes, such as letter naming, phonological awareness, and oral language.”
• Literacy coaching as a component of professional development (2011, unknown): “students’ academic achievement (e.g., Cirino, Pollard-Durodola, Foorman, & Francis, 2007; Garet et al., 2008).”
• What are Preschool Teachers Reading in Their Classrooms? (2011, background): “Although teachers’ literacy knowledge is not consistently related to quality of instruction (eg, Cirino, Pollard-Durodola, Foorman, Carlson, & Francis, 2007 ), there is some evidence that, in the home context, kindergarten parents’ knowledge of children's literature predicts children's comprehensio”