Learning to Leach Early Literacy Skills—Collaboratively

Bos, Candace S.; Mather, Nancy; Silver-Pacuilla, Heidi; Narr, Rachel Friedman

doi:10.1177/004005990003200505

Cited by 7 publications

(2 citation statements)

References 4 publications

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“…Teachers of struggling readers also have reported that limited knowledge about how to teach word recognition and phonics is a major obstacle to their instruction (Bos, Mather, Silver-Pacuilla, & Narr, 2000;McCutchen & Berninger, 1999). Direct observations further substantiate that teachers spend minimal instructional time in classrooms teaching students various word analysis skills (e.g., Juel & Minden-Cupp, 2000;Vaughn, Moody, & Schumm, 1998).…”

Section: Teacher Knowledge Of Language Structurementioning

confidence: 92%

Professional Development in Scientifically Based Reading Instruction

Podhajski¹,

Mather

Nathan³

et al. 2009

J Learn Disabil

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This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and their students (n = 14), from a community of significantly higher socioeconomic demographics, were also followed. Experimental teachers participated in a 35-hour course on instruction of phonemic awareness, phonics, and fluency and were coached by professional mentors for a year. Although teacher knowledge in the experimental group was initially lower than that of the controls, their scores surpassed the controls on the posttest. First-grade experimental students' growth exceeded the controls in letter name fluency, phonemic segmentation, nonsense word fluency, and oral reading. Second-grade experimental students exceeded controls in phonemic segmentation. Although the teacher sample was small, findings suggest that teachers can improve their knowledge concerning explicit reading instruction and that this new knowledge may contribute to student growth in reading.

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Section: Teacher Knowledge Of Language Structurementioning

confidence: 92%

Professional Development in Scientifically Based Reading Instruction

Podhajski¹,

Mather

Nathan³

et al. 2009

J Learn Disabil

Self Cite

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“…Recently, an emphasis has been placed on early literacy instruction versus solely reading instruction (Armstrong, 2007;McCutchen et al, 2002). The difference between reading instruction and literacy instruction is that literacy instruction places an emphasis on reading skills such as phonics and reading comprehension (Bos, Mather, Silver-Pacuilla, & Narr, 2000;Smith, Baker, & Oudeans, 2011) while also focusing on a larger set of skills that support and enhance skills in reading such as speaking, writing, and listening effectively (Winn & Otis-Wilborn, 1999). Given the fact that recent research has lumped language and reading together into the category of literacy, the remainder of this paper will refer to these skills together as literacy.…”

Section: Readingmentioning

confidence: 99%

Knowledge, Concerns, And Interventions Related To D/deaf English Learners

Turner¹

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like way and uses many different sounds, including sounds that begin with p, b, and m Babbles when excited or unhappy 7 months to 1 year Babbles using long and short groups of sounds ("tata, upup, bibibi") Babbles to get and keep attention *Individuals who are D/HH will begin babbling between 4 and 6 months and stop between 7 to 9 months Has one or two words by first birthday 1 to 2 years Acquires new words on a regular basis Uses some one-or two-word questions (Where's doggie?) Puts two words together (more doggie) 2 to 3 years Has a word for almost everything Uses two-or three-word phrases to talk about and ask for things Speaks in a way that is understood by family members and friends 3 to 4 years Answers simple, "Who, what, where, and why?" questions Talks about activities at daycare, preschool or friends' home Uses sentences with four or more words 4 to 5 years Uses sentences that give many details Communicates easily with other children and adults Uses adult grammar

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