Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction
Bibliographic Data
| ID | 20478554 |
|---|---|
| Authors | Alison W Arrow (0000-0002-6501-7781, University of Canterbury, corresponding author), Christine Braid (Massey University), James W Chapman (0000-0002-9364-8118, Massey University) |
| Year | 2019 |
| Volume | 69 |
| Issue | 1 |
| Pages | 99-113 |
| Publication date | 2019-04-01 |
| 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/s11881-018-00168-0 |
| PMID | 30673965 |
| OpenAlex | W2914015325 |
| Language | EN |
| Citations received | 9 |
| References cited | 30 |
Cognition · Linguistics · Literacy · Mathematics education · Pedagogy · Psycholinguistics · Teaching method · Communication · Multilingual Education and Policy · Psychology · Reading and Literacy Development · Writing and Handwriting Education
Getting KnErdi with Language
Relations of first-grade teacher knowledge with gains for students at risk for reading difficulties
Exploring teachers' reading knowledge, beliefs and instructional practice
Arabic metalinguistic knowledge predicts reading comprehension
Improving Student Teacher Preparedness in Reading Instruction
Towards Effective Phonics Instruction
Conditions for Successful Learning of Primary School Pupils in the Context of Integrated Education
Characterizing the knowledge of educators across the tiers of instructional support
Professional Development in Phonological Awareness for Early Childhood Educators in Low-Income, Urban Classrooms
Excellence and Equity in Literacy Education
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth
Disciplinary knowledge of K-3 teachers and their knowledge calibration in the domain of early literacy
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
Introduction to the special issue on teacher knowledge from an international perspective
Explicit Phonological Knowledge of Educational Professionals
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |