Perceptions and knowledge of preservice and inservice educators about early reading instruction

By C. Bos, N. Mather, Shirley V. Dickson, B. Podhajski, David J. Chard. 2001

331 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c3783f2e2a7c3222045ee4fb21ac8ff32dc813b8

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Making time for literacy: teacher knowledge and time allocation in instructional planning (2014, background): “special educators to outperform general educators, for example, in their knowledge of language structure (Bos et al., 2001), or in their knowledge about assessment and RTI 1356 L.”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “Another explanatory factor for the lack of substantive content knowledge among preschool teachers can be gleaned by examining past research (Bos et al., 2001; Moats, 1994, 1995) as well as current findings detailed in articles in this Special Issue.”
Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading (2009, background): “In particular, several studies have included measures of teachers’ knowledge about children’s literature, but this domain of knowledge has generally not been found to contribute significantly to the effectiveness of reading instruction (e.g., Bos et al., 2001; Cunningham et al., 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): “These results converge with other findings of increases in professional knowledge with instruction (e.g., Bos et al., 2001; McCutchen et al., 2002b; Spear-Swerling &”
Teachers’ acquisition of knowledge about English word structure (2003, background): “In terms of implications for teacher education, these findings certainly support calls for including more information about English word structure in both preservice and inservice preparation programs ( Bos et al., 2001; Brady & Moats, 1997; Lyon, 1999; Moats, 1999).”
Peter Effect in the Preparation of Reading Teachers (2012, methodology): “The survey was based on surveys and questionnaires used by other researchers in the field (Bos et al., 2001; McCutchen, Harry, et al., 2002; Moats, 1994) and designed to assess understanding of the basic language constructs related to research-based reading instruction: phonology, phonics, and…”
Knowledge foundations for teaching reading and spelling (2009, background): “Bos et al. (2001) compared the responses of preservice educators (teachers in training) to those of inservice educators (experienced teachers) on a self-report form and knowledge survey.”
Measuring teachers’ content knowledge of language and reading (2003, background): “ Bos et al. (2001) compared the responses of preservice educators (teachers in training) to those of inservice educators (experienced teachers) on a self-report form and knowledge survey.”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, methodology): “Previous use of similar teacher knowledge surveys (Bos et al., 2001; Mather et al., 2001; Moats, 1994; Moats & Foorman, 2003) allowed us to adapt validated measures to create our Teacher Knowledge Assessment.”
Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement (2011, background): “Additional evidence suggests that professional development can affect teaching practice, with research tending to show that teachers who participate in professional development aimed at increasing knowledge about the linguistic foundations of reading also provide students with more explicit instruct”