Measuring teachers’ content knowledge of language and reading

By L. Moats, B. Foorman. 2003

378 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/d999dc7011d9d3e01104cfe21280ba4925297056

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

Peter Effect in the Preparation of Reading Teachers (2012, background): “More recently, Moats and Foorman (2003) reported that teachers continued to struggle particularly with (a) manipulating speech sounds; (b) knowledge of differing letter-sound combinations; (c) conceptualization of functional spelling units such as digraphs, blends, and silent-letter spellings; (d)”
Further evidence for teacher knowledge: supporting struggling readers in grades three through five (2009, neutral): “…(Bos, Mather, Dickson, Podhajski, & Chard, 2001; Cunningham, Perry, Stanovich & Stanovich, 2004; Ehri & Williams, 1995; Hoffman & Pearson, 2000; Mather, Bos, & Babur, 2001; McCutchen et al., 2002a; Moats & Foorman, 2003; Phelps & Schilling, 2004), as the articles in this special issue demonstrate.”
Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading (2009, background): “The study was carried out within the context of Reading First, where professional development is required so that teachers might improve their knowledge about how to teach early reading ( Moats & Foorman, 2003 ).”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, methodology): “Other studies of teacher knowledge in this domain have found similar results (Bos et al., 2001; Cunningham et al., 2004; Mather et al., 2001; Moats, 1994; Moats & Foorman, 2003; Moats & Lyon, 1996; Troyer & Yopp, 1990).”
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): “School-based studies have offered training over longer periods, providing both summer programs and support during the following school year (e.g., Bos et al., 1999; Foorman & Moats, 2004; Moats & Foorman, 2003 ).”
Teachers’ knowledge base for implementing response-to-intervention models in reading (2012, background): “These findings are consistent with other studies of teacher knowledge (e.g., Bos et al., 2001; Brady et al., 2009; McCombes-Tolis & Feinn, 2008; Moats, 1994; Moats & Foorman, 2003; Spear-Swerling et al., 2005).”
Knowledge foundations for teaching reading and spelling (2009, background): “Moats and Foorman (2003), in a large-scale, longitudinal study of reading instruction in high poverty schools serving minority students, investigated the relationship between teachers’ knowledge and student achievement in 3rd and 4th grade classrooms.”
Preservice Teachers' Content Knowledge and Self-Efficacy for Teaching Reading (2013, methodology): “For the quantitative portion of the study, participants completed the CKT-R (Phelps & Schilling, 2004) and the ISLK (Moats, 1994; Moats & Foorman, 2003) at the beginning and end of the semester to determine changes in content knowledge.”