Associations of Reading Knowledge with Kindergarten and First Grade Teachers' Reported Instructional Strategies

Autor/inn/en	Jordan, Rebecca Lee Payne; Bratsch-Hines, Mary
Titel	Associations of Reading Knowledge with Kindergarten and First Grade Teachers' Reported Instructional Strategies
Quelle	In: Literacy Research and Instruction, 59 (2020) 4, S.277-297 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jordan, Rebecca Lee Payne) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2020.1774689
Schlagwörter	Kindergarten; Grade 1; Early Childhood Teachers; Knowledge Level; Teaching Methods; Reading Instruction; Knowledge Base for Teaching; Teaching Skills; Skill Development; Reading Skills; Literacy; Alphabets; Phoneme Grapheme Correspondence; Active Learning; Cooperative Learning; Reading Comprehension; Faculty Development; Teacher Characteristics; North Carolina; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Kompetenzentwicklung; Qualifikationsentwicklung; Reading skill; Lesefertigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Buchstabenschrift; Aktives Lernen; Kooperatives Lernen; Leseverstehen
Abstract	Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and first grade teachers in the southeastern United States: "discrete skills," "print awareness," "active learning," "collaborative learning," and "comprehensive instruction." Multiple regression analyses demonstrated teacher knowledge of reading was significantly associated only with "comprehensive instruction," indicating more knowledgeable teachers were more likely to engage in instructional strategies that targeted multiple domains. Implications for teacher education and professional development are shared. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01