Ensuring Tomorrow's Literacy
A Shared Responsibility
Bibliographic Data
| ID | 4309873 |
|---|---|
| Authors | Patricia A Nolen (University of Washington), Deborah Mccutchen (0000-0003-2060-7128, University of Washington), Virginia Berninger (University of Washington), Virginia W Berninger (0000-0003-4099-9683, University of Washington) |
| Year | 1990 |
| Volume | 41 |
| Issue | 3 |
| Pages | 63-72 |
| Publication date | 1990-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248719004100308 |
| OpenAlex | W1989892733 |
| Language | EN |
| Citations received | 4 |
| References cited | 12 |
A review of research on reading and writing shows that an increase in understanding of the cognitive processes involved in reading and writing can improve teachers' effectiveness. Forty-eight state departments of education responded to a survey regarding current certification for teaching reading and writing at elementary, secondary, and adult education levels. Findings indicated that requirements are minimal. Teacher educators are urged to increase program requirements within their institutions and to work with states to increase certification requirements sufficiently to dis seminate advances in knowledge of reading and writing processes and thereby improve educational practice
Certification · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Reading (process) · Teacher education · Work (physics) · Education and Technology Integration · Engineering · Medicine · Psychology · Reading and Literacy Development · Writing and Handwriting Education
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 1994 - 2004 (11) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |