First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes

Author： Brady Susan   Gillis Margie   Smith Tara   Lavalette MaryEllen   Liss-Bronstein Linda   Lowe Evelyn   North Wendy   Russo Evelyn   Wilder T.  

Publisher： Springer Publishing Company

ISSN： 0922-4777

Source： Reading and Writing, Vol.22, Iss.4, 2009-04, pp. : 425-455

Disclaimer: Any content in publications that violate the sovereignty, the constitution or regulations of the PRC is not accepted or approved by CNPIEC.

Previous Menu Next

Abstract

Related content

Gains From Training in Phonological Awareness in Kindergarten Predict Reading Comprehension in Grade 9

By          

Scientific Studies of Reading, Vol. 18, Iss. 6, 2014-11 ,pp. : 452-467

Routledge Ltd

Access to resources Recommend Favorite

First-Grade Teachers' Response to Three Models of Professional Development in Reading

By Carlisle Joanne   Cortina Kai Schnabel   Katz Lauren  

Reading and Writing Quarterly, Vol. 27, Iss. 3, 2011-07 ,pp. : 212-238

Routledge Ltd

Access to resources Recommend Favorite

Head Start Teachers’ Views of Phonological Awareness and Vocabulary Knowledge Instruction

By O’Leary Patrick   Cockburn Mary   Powell Douglas   Diamond Karen  

Early Childhood Education Journal, Vol. 38, Iss. 3, 2010-10 ,pp. : 187-195

Springer Publishing Company

Access to resources Recommend Favorite

From preschool teachers’ professional development to children’s knowledge: comparing sets

By Tirosh Dina   Tsamir Pessia   Levenson Esther   Tabach Michal  

Journal of Mathematics Teacher Education, Vol. 14, Iss. 2, 2011-04 ,pp. : 113-131

Springer Publishing Company

Access to resources Recommend Favorite

Explaining social class differences in growth of reading skills from beginning kindergarten through fourth-grade: The role of phonological awareness, rate of access, and print knowledge

By Hecht S.A.   Burgess S.R.   Torgesen J.K.   Wagner R.K.   Rashotte C.A.  

Reading and Writing, Vol. 12, Iss. 1, 2000-03 ,pp. : 99-128

Springer Publishing Company

Access to resources Recommend Favorite