This study examines the role of teacher knowledge about reading fluency in students' fluency growth. Specifically, the effects of teacher knowledge on fluency with nonsense word reading and oral passage reading were examined. Students' vocabulary was also considered as a predictor of fluency development. Results demonstrated that teacher knowledge about reading fluency is a significant predictor of firstgrade students' decoding growth and second-grade students' oral reading fluency growth. Effects on third-grade students' reading Many thanks and appreciation go to the staff and researchers at the Florida Center for Reading Research, the staff at Florida Reading First, and the teachers who so generously shared their thoughts with us.

A process was developed to create Web-based video models of effective instructional practices for use in teacher education settings. Three video models, created at three university sites, demonstrated exemplary implementation of specific, evidence-based strategies in reading, math, and science. Video models of strategies were field tested with preservice and practicing teachers working with diverse student populations. The authors provide an explanation of the video development process and present field-test data that demonstrate the influence of video modeling on teacher learning.

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Technology has been shown to foster children's motivation and interest in instructional materials. In addition, researchers have found that technology results in higher levels of student engagement and greater levels of comprehension. Researchers have also found that educators must have the knowledge and skills in technology necessary to effectively support their students. Much of the research examining educator knowledge and skills has centered at the K-12 level. The current study examines the technological knowledge, beliefs, and practices of educators in early childhood settings. Findings indicate that educators believe that it is important to integrate technology into daily lessons. However, findings also indicate that many teachers do not feel adequately prepared to use technology in early childhood settings; that there is a lack of technology currently available in early childhood settings; and that early childhood educators want more professional development on using technology that also reflects their varying levels of knowledge and experience. An analysis of study results is provided through a discussion of implications, limitations, and next steps.Technology in early childhood education can take many different forms (e.g., interactive whiteboards, tablets, electronic books, and digital narratives) and may be incorporated across a variety of content curricula (e.g., literacy, math, science, social studies, and art). During the past two decades, the use of technology in educational settings that serve young children has increased significantly. According to a joint position statement by the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center for Early Learning and Children's Media at St. Vincent College (2012), technology and interactive media in early childhood education are here to stay. The International Reading Association's (IRA's) position statement on the use of new literacies and 21st-century technologies acknowledges the ways in which the Internet and other forms of information and communication technologies are redefining the nature of reading, writing, and communication (IRA, 2013). As a result novice and veteran teachers will need to be able to participate in technology-based planning and teaching to meet their student's academic needs (Bruce The research on educators and technology has shown that technology can be used as a traditional and/or transformational tool. Traditionally, educators have used technology as a way to foster children's motivation and interest as well as increase persistence and engagement with traditional tasks by promoting a more interactive experience with instructional materials (Lee & Vail, 2005). Educators have also used technology as a transformational tool in that it has helped create a shift from teacher-directed instruction to allow students to be more active participants in their own learning and encourage project-based learning and higher order thinking (e.g., analysis and synthesis) (Angers & Machtmes, 2005;Hermans, Tond...

Students who are socially competent are more likely to experience school success than those who are not. Students with social deficits experience frequent failures with both peers and adults and often require explicit social skills instruction. Because social skills instruction programs taught in isolation rarely result in successful skill generalization, many researchers have supported incorporating social instruction into the academic curriculum. This study evaluated the effects of providing social skills instruction during small-group guided reading instruction to three students identified as experiencing social skills deficits. Results showed positive changes in trend and level across all three students from baseline to intervention. Limitations, suggestions for teachers, and recommendations for future research are discussed.