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Reading teachers’ knowledge of children’s literature and English phonology

  • Part IV Theory-Based Practice
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Abstract

We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology), their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to develop the necessary knowledge base to teach reading effectively.

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Authors and Affiliations

  1. University of Washington, Educational Psychology, Box 353600, 98195-3600, Seattle, Washington

    Deborah McCutchen, Dawn R. Harry, Susanne Cox, Susan Sidman & Amy E. Covill

  2. University of California, Berkeley, Berkeley, California

    Anne E. Cunningham

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  1. Deborah McCutchen
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  2. Dawn R. Harry
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  3. Susanne Cox
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  4. Susan Sidman
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  5. Amy E. Covill
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  6. Anne E. Cunningham
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Correspondence to Deborah McCutchen.

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McCutchen, D., Harry, D.R., Cox, S. et al. Reading teachers’ knowledge of children’s literature and English phonology. Ann. of Dyslexia 52, 205–228 (2002). https://doi.org/10.1007/s11881-002-0013-x

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