Further evidence for teacher knowledge: supporting struggling readers in grades three through five

By Deborah McCutchen, L. Green, Robert D. Abbott, E. Sanders. 2009

132 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e9c816888b2fc1ae558e4a1e2ae8db02df280211

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Literacy coaching as a component of professional development (2011, background): “As has been found in other studies (e.g., Bos, Mather, Narr & Babur, 1999; Garet et al., 2008; McCutchen et al., 2009 ), teachers felt that the professional development improved their knowledge about reading.”
Teachers’ knowledge base for implementing response-to-intervention models in reading (2012, result): “... of newly credentialed teachers in their study could explain what reading fluency is and why it is important; for phonemic awareness, the relevant percentage was only 4%. Encouragingly, however, other studies have shown that professional development efforts aimed at developing inservice teachers’”
Single group, pre- and post-test research designs: Some methodological concerns (2012, background): “McCutchen et al. (2009) also reported a differential impact of an intervention on low and high achievers (though assignment to conditions used matched randomisation at the school level rather than at the level of individual participants, and so RTM may have affected the different groups unevenly,…”
Inclusive practices in teaching students with dyslexia:Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course (2017, background): “Previous studies have also highlighted that knowledge of successful reading intervention programmes and their underlying theoretical principles (e.g. Brady et al., 2009; McCutchen & Berninger, 1999; McCutchen et al., 2002a, 2002b; McCutchen et al., 2009; Podhajski et al., 2009) serve as an important”
What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014, background): “This approach, focused on the underlying knowledge for successful implementation, worked as well for the teachers of struggling students in grades three through five (McCutchen et al., 2009).”