Volume 35, Issue 9

Search all Reading and Writing articles

November 2022

Special Issue: Practitioner Knowledge

Issue Editors:

Beth M. Phillips,
Shayne B. Piasta

13 articles in this issue

Introduction to the special issue on practitioner knowledge to support reading and writing: new directions and approaches
Beth M. Phillips
Shayne B. Piasta
EditorialNotes 22 July 2022 Pages: 2015 - 2022
Part of 1 collection:

Practitioner Knowledge
From knowing to doing: assessing the skills used to teach reading and writing
Geoffrey Phelps
Brent Bridgeman
OriginalPaper 21 April 2022 Pages: 2023 - 2048
Part of 1 collection:

Practitioner Knowledge
What do teacher educators know about English spelling?
Ramona T. Pittman
Amanda L. Lindner
R. Malatesha Joshi
OriginalPaper 21 June 2022 Pages: 2049 - 2074
Part of 1 collection:

Practitioner Knowledge
Correction to: What do teacher educators know about English spelling?
Ramona T. Pittman
Amanda L. Lindner
R. Malatesha Joshi
Correction 26 August 2022 Pages: 2075 - 2076
Part of 1 collection:

Practitioner Knowledge
What do teachers know about dyslexia? It’s complicated!
Tiffany K. Peltier
Erin K. Washburn
Emily Binks-Cantrell
OriginalPaper 14 February 2022 Pages: 2077 - 2107
Part of 1 collection:

Practitioner Knowledge
Linguistic awareness and dyslexia beliefs among teachers of students who are blind or visually impaired
Nosheen Gul
Lindsay N. Harris
Gracie Strohm
OriginalPaper 08 August 2022 Pages: 2109 - 2129
Part of 1 collection:

Practitioner Knowledge
Teachers’ content knowledge about oral language: measure development and evidence of initial validity
Shayne B. Piasta
Mindy Sittner Bridges
Michiko Hikida
OriginalPaper 05 January 2022 Pages: 2131 - 2153
Part of 1 collection:

Practitioner Knowledge
Pilot study of online training modules to improve speech-language pathology students’ explicit syntax knowledge
Danielle Brimo
C. Melanie Schuele
Emily Lund
OriginalPaper 30 April 2022 Pages: 2155 - 2175
Part of 1 collection:

Practitioner Knowledge
What knowledge do early childhood teachers use during literacy instruction? Using stimulated recall to investigate an unexplored phenomenon
Rachel E. Schachter
OriginalPaper 22 February 2022 Pages: 2177 - 2200
Part of 1 collection:

Practitioner Knowledge
Examining teachers’ early writing knowledge and practices
Gary E. Bingham
Hope K. Gerde
Xiao Y. Zhang
OriginalPaper 14 May 2022 Pages: 2201 - 2227
Part of 1 collection:

Practitioner Knowledge
General and special education teachers’ knowledge about reading comprehension processes and instructional practices
Kristi Jakobson
Piret Soodla
Mikko Aro
OriginalPaper Open access 13 May 2022 Pages: 2229 - 2256
Part of 1 collection:

Practitioner Knowledge
What do upper-elementary and middle school teachers know about the processes of text comprehension?
Dennis S. Davis
F. Blake Tenore
Robyn DeIaco
OriginalPaper 05 March 2022 Pages: 2257 - 2283
Part of 1 collection:

Practitioner Knowledge
Correction to: What do upper‑elementary and middle school teachers know about the processes of text comprehension?
Dennis S. Davis
F. Blake Tenore
Robyn DeIaco
Correction 10 May 2022 Pages: 2285 - 2285
Part of 1 collection:

Practitioner Knowledge

Volume 35, Issue 9

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