Reading teachers’ knowledge of children’s literature and English phonology

By Deborah McCutchen, Dawn R. Harry, Susanne Cox, S. Sidman, Amy E. Covill, A. Cunningham. 2002

157 citations recorded by the source corpus.

How researchers see this paper

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

Teacher Professional Development and Student Reading Achievement: A Meta-Analytic Review of the Effects (2019, result): “…was inconsistent across these studies; three of the studies found statistically significant results on some or all reading outcomes (Cole, 1992; McCutchen et al., 2002; McGill-Franzen, Allington, Yokoi, & Brooks, 1999) while the, other three had no impact on student reading performance (Duffy…”
Making time for literacy: teacher knowledge and time allocation in instructional planning (2014, background): “Understanding these relationships matters, because previous studies support the existence of linkages between teachers’ knowledge and their instructional practices (e.g., Carlisle, Kelcey, Berebitsky, & Phelps, 2011b; McCutchen et al., 2002); and instructional practices, including amount of time dev”
Teachers' attitude to and knowledge of metalinguistics in the process of learning to read (2005, background): “Teachers also need to be able to reflect on their metalinguistic knowledge and own reading ability so as to gain an explicit understanding of metalinguistics before they can apply it to their classroom practices (Andrews, 1999; McCutchen et al., 2002).”