Measuring Teachers' Content Knowledge of Language and Reading.

Moats, Louisa C.; Foorman, Barbara R.

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Peer reviewed

ERIC Number: EJ679548

Record Type: CIJE

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0736-9387

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Measuring Teachers' Content Knowledge of Language and Reading.

Moats, Louisa C.; Foorman, Barbara R.

Annals of Dyslexia, v53 p23-45 2003

This study developed a teacher knowledge survey that measured teacher knowledge of reading-related concepts. Use with 41 second- and third-grade teachers and then 103 third- and fourth-grade teachers found significant associations among teachers' knowledge, classroom reading achievement levels, and teachers' observed teaching competence. The survey also pinpointed common teacher misconceptions for use in professional development. (Contains references.) (Author/DB)

Descriptors: Elementary Education, Knowledge Base for Teaching, Knowledge Level, Reading Achievement, Reading Difficulties, Reading Instruction, Teacher Competencies, Teacher Surveys

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Part I. Defining Dyslexia, Comorbidity, Teachers' Knowledge of Language and Reading.