Teachers' knowledge of foundational reading skills (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension) and the impact of this knowledge on the ability to provide effective reading instruction has been a topic of interest in teacher preparation for decades. Given the number of students with disabilities with significant…

The goals of LETRS are to build teachers' knowledge of language structure and the processes involved in learning to read words, spell, and comprehend, and then to help teachers apply these understandings in their classrooms. The LETRS courses, which are designed for teachers in grades K-3, are to be implemented over two years. In the first year of…

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…

Low achievement in reading is a concern in a suburban school in the southeastern part of Florida. In an attempt to combat this issue, the school's administration has focused on teaching disciplinary literacy in content area classes, specifically social studies. In addition, the state standards also require that social studies teachers meet the…

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students…

This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

Research has demonstrated the impact of early oral language development on a child's later reading comprehension. Additionally, research has suggested that teachers' knowledge of effective practices in literacy plays an important role in students' ability to learn to read. The problem is that preschool teachers' knowledge of…

Reading difficulties and disabilities present serious and potentially lifelong challenges. Children who do not read well are more likely to be retained a grade in school, drop out of high school, become a teen parent, or enter the juvenile justice system. Building on the extant research and seminal studies, including the National Reading Panel and…