The missing foundation in teacher education
Knowledge of the structure of spoken and written language
Bibliographic Data
| ID | 20478486 |
|---|---|
| Authors | Louisa Cook Moats |
| Year | 1994 |
| Volume | 44 |
| Issue | 1 |
| Pages | 81-102 |
| Publication date | 1994-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annals of Dyslexia (JOURNAL) |
| Journal identifiers | ISSN: 0736-9387 • E-ISSN: 1934-7243 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/bf02648156 |
| PMID | 24234047 |
| OpenAlex | W2047607538 |
| Language | EN |
| Citations received | 95 |
| References cited | 37 |
Language arts · Language assessment · Linguistics · Literacy · Mathematics education · Morpheme · Pedagogy · Phonemic awareness · Reading comprehension · Spelling · Spoken language · Written language · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework
All Children Can Learn To Read
Teaching Low-Income Children to Read at Grade Level
Learning to read and write genre‐specific text
Morphology Matters in Learning to Read
How Psychological Science Informs the Teaching of Reading
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth
Neuroscience and education
Teacher qualifications, classroom practices, family characteristics, and preschool experience
Perceptions and knowledge of preservice and inservice educators about early reading instruction
Moving the Needle on Literacy
Let the Buyer Beware
Teachers’ Knowledge of Language and Literacy Concepts
Are teachers’ knowledge of language and literacy concepts and students’ reading performance reciprocally related?
Teachers’ knowledge of language constructs for early reading instruction in Arabic
Language and reading
Teacher knowledge of foundational reading instruction in Taiwan
Tense Morphology in Clinicians’ Input During Complex Syntax Intervention for Children’s Academic Discourse and Literacy Across Dialects
Primary school English teachers' practice of teaching early grade reading
Arabic metalinguistic knowledge predicts reading comprehension
Transforming Teacher Knowledge to Practice
Advancing Translational Science Through AI-Enhanced Teacher Learning for Early Language and Composing
Teaching Older Struggling Readers
Towards Effective Phonics Instruction
Developing Phonics Instruction Competencies in Chinese EFL Teachers
Structured Word Inquiry
Collaborative professional development on data‐based decision making for primary teachers of struggling readers
Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching
Promoting Access to High‐Quality Reading Instruction for Students With IDD
Parents’ views and experiences of literacy instruction provided during the Covid-19 remote learning period
Australian Preservice Teachers’ Knowledge and Perceptions of Developmental Language Disorder
Phonological Awareness in Arabic among Early Grade Teachers
Traditional, developmental, and structured language approaches to spelling
Characterizing the knowledge of educators across the tiers of instructional support
Pre-service teachers’ knowledge of language and literacy concepts
Introduction
Chinese EFL teachers’ knowledge of basic language constructs and their self-perceived teaching abilities
Providing English foreign language teachers with content knowledge to facilitate decoding and spelling acquisition
Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy
What do classroom teachers of varying backgrounds know about English spelling
Preservice and inservice teachers’ knowledge of language constructs in Finland
Measuring teachers’ content knowledge of language and reading
Training phonological awareness
Knowledge foundations for beginning reading teachers in EFL
Toward a definition of dyslexia
Teacher candidates’ mastery of phoneme-grapheme correspondence
Development and validation of an assessment of adult educators' reading instructional knowledge
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy
Characterizing the knowledge of educators receiving training in systematic literacy instruction
Teaching reading in an inner city school through a multisensory teaching approach
Introduction to the special issue on teacher knowledge from an international perspective
Teachers’ acquisition of knowledge about English word structure
From taskforce to blueprint
Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience
Elementary teacher’s knowledge of response to intervention implementation
Identification of vowel speech sounds by skilled and less skilled readers and the relation with vowel spelling
Language and reading instruction in early years’ classrooms
Development and validation of the dyslexia assessment and intervention scale to measure dyslexia knowledge
Structured, sequential, multisensory teaching
Do kindergarten teachers possess adequate knowledge of basic language constructs to teach children to read English as a foreign language
Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms
Are preservice teachers prepared to teach struggling readers
The science of reading meets the science of learning
Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea
Reading teachers’ knowledge of children’s literature and English phonology
Coping with dyslexia in the regular classroom
Knowledge foundations for teaching reading and spelling
Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read
Inclusive practices in teaching students with dyslexia
Kindergarten and first grade teachers' content and pedagogical content knowledge of reading and associations with teacher characteristics at rural low-wealth schools
Improving instruction of future teachers
Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development
The nature and extent of change in early childhood educators' language and literacy knowledge and beliefs
Pre-service teachers' use of reading strategies in their own readings and future classrooms
Research in Later Language Development
Ethiopian Early Grade English Teachers’ Preparedness to Teach Basic Reading Skills
Cognitive and linguistic predictors of word reading fluency in Turkish–Arabic bilingual and Turkish monolingual children
Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten
A Technology-based Intervention to Increase Reading Comprehension of Morphosyntax Structures
Teacher Professional Development for Reading
Examining Teacher Preparation for Code‐Related Reading Instruction
All Children Can Learn To Read
Peer‐Assisted Learning Strategies for First‐Grade Readers
Getting KnErdi with Language
Children's Literature and Reading Instruction
Balanced Instruction
Making Meaning
Elementary Teachers’ Knowledge of Foundational Literacy Skills
Understanding Preschool Educators' Writing Knowledge
Phonemic Awareness Instruction Helps Children Learn to Read
The ISI Classroom Observation System
Linguistic Intervention Techniques for At‐Risk English Language Learners
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness
The Research-Practice Divide in Beginning Reading
Learning to read and write
Whole Language vs. Code Emphasis
Short-term memory, phonological processing, and reading ability
The Nonword Reading Deficit in Developmental Dyslexia
Children's creative spelling
Beginning to Read
Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling
Beginners Need Some Decoding Skill to Read Words by Analogy
Ensuring Tomorrow's Literacy
| Unique citing works | 95 |
|---|---|
| Citations per year | 2,97 |
| Citation span | 1994 - 2026 (33) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 91 |