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Direct linkPiasta, Shayne B.; Connor, Carol McDonald; Fishman, Barry J.; Morrison, Frederick J. – Scientific Studies of Reading, 2009
We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted…
Descriptors: Teacher Characteristics, Decoding (Reading), Elementary School Teachers, Grade 1
