Abstract
In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’ knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address teachers’ needs for insight and information about language structure and student learning.
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Moats, L.C., Foorman, B.R. Measuring teachers’ content knowledge of language and reading. Ann. of Dyslexia 53, 23–45 (2003). https://doi.org/10.1007/s11881-003-0003-7
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DOI: https://doi.org/10.1007/s11881-003-0003-7