Division C - Learning and Instruction / Division C - Section 1a: Literacy

Getting KnERDI With Language: Examining Educators' Knowledge for Teaching Early Reading - Courtney Wood Samuelson, North Carolina State University; Dennis S. Davis, North Carolina State University; Jill F Grifenhagen, North Carolina State University; Robyn DeIaco, North Carolina State University; Jackie Eunjung Relyea, North Carolina State University

The Effects of Teaching Instructions on Reading Performance: Findings From 2016 PIRLS Data - Lu Guo, Sam Houston State University; Jian Wang, Texas Tech University

Confirmation and Re-Validation of an Instrument to Measure Secondary Teachers' Self-Efficacy in Reading Instruction (STERI) - Erin Marie Ramirez, California State University - Monterey Bay; Angela D. Miller, George Mason University; Michelle M. Buehl, George Mason University

Do Teacher Reports of Executive Functions Uniquely Predict Reading Achievement? - Andrew Weaver, New York University

Peer Effects in Small-Group Language Interventions: Accounting for Metric and Intervention Type - Michael Peter Mesa, University of Texas Health Science Center at Houston; James A Hernandez, Florida State University; Beth Michelle Phillips, Florida State University

Resolving the Lasting Dispute About Independent Reading Practice at School: A Meta-Analysis - Adriana Bus, University of Stavanger; Kathleen A. Roskos, John Carroll University; Yi Shang, John Carroll University

Early Reading Intervention in Inclusive Classrooms: A Study of Malleable Factors in Early Reading Development - Danielle Gervais Sodani, American University; Sarah Irvine Belson, American University; Anne Murphy Karabell, American University

A Teacher's Supportive Practices for Preschooler's Writing: Teacher Supports for Different Teacher-Identified Student Groupings - Laura Piestrzynski, Louisiana State University

Building Teacher Efficacy in Writing Through Writing Process Professional Development - Jennifer VanSlander, Auburn University