Fostering Urban Readers' Progress in an After-School Reading Intervention: Contributions of Teacher Knowledge and Practice

• In Event: 35.083 - Poster Session 7
  In Poster Session: 35.083-1 - Reading Comprehension and Assessment

Abstract

This research employed qualitative and quantitative methods to investigate the relations between and among pre-service teachers’ knowledge of the linguistic foundations of reading and word recognition instruction, instructional practice with small groups of urban struggling primary grade readers within a 10-week practicum, and children’s word recognition growth. Regression analyses revealed that (1) pre-service teachers’ knowledge of linguistic foundations and word recognition instruction predicted their practice, (2) their knowledge of instructional methods, but not of the linguistic foundations of reading, predicted children’s word recognition growth, and (3) the quality of their instructional practice predicted children’s word recognition growth.

Authors

• Kathleen F. Clark, Marquette University

• Karen Evans, Marquette University

• Christiane L Wood, University of Wisconsin - Madison

• Gabrielle Belknap, Marquette University