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Connecting Teachers' Language Knowledge, Perceived Ability and Instructional Practices to Grade 1 Students' Literacy Outcomes

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Bibliographic Details
Title: Connecting Teachers' Language Knowledge, Perceived Ability and Instructional Practices to Grade 1 Students' Literacy Outcomes
Language: English
Authors: Rauno Parrila (ORCID 0000-0003-4250-8980), Tomohiro Inoue, Kristy Dunn, Robert Savage, George Georgiou
Source: Reading and Writing: An Interdisciplinary Journal. 2024 37(5):1153-1181.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Grade 1, Pedagogical Content Knowledge, Literacy, Literacy Education, Early Reading, Teaching Methods, Outcomes of Education, Reading Achievement, Teacher Attitudes, Self Efficacy, Educational Quality, Decoding (Reading), Teaching Experience, Reading Skills, Reading Instruction
DOI: 10.1007/s11145-023-10432-4
ISSN: 0922-4777
1573-0905
Abstract: We examined the associations between teachers' knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students' early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were associated with stronger decoding or word reading outcomes once earlier decoding skills were controlled. Differentiation of instruction was observed more in classrooms with lower initial decoding skills, and it contributed to better decoding at Time 2. Finally, perceived ability predicted decoding and years of experience predicted word reading at Time 2.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1421492
Database: ERIC
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Description
Abstract:We examined the associations between teachers' knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students' early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were associated with stronger decoding or word reading outcomes once earlier decoding skills were controlled. Differentiation of instruction was observed more in classrooms with lower initial decoding skills, and it contributed to better decoding at Time 2. Finally, perceived ability predicted decoding and years of experience predicted word reading at Time 2.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-023-10432-4