Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes

Journal article

Parrila, Rauno, Inoue, Tomohiro, Dunn, Kristy, Savage, Robert and Georgiou, George. (2023). Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes. Reading and Writing. pp. 1-29. https://doi.org/10.1007/s11145-023-10432-4
AuthorsParrila, Rauno, Inoue, Tomohiro, Dunn, Kristy, Savage, Robert and Georgiou, George
Abstract

We examined the associations between teachers’ knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students’ early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were associated with stronger decoding or word reading outcomes once earlier decoding skills were controlled. Differentiation of instruction was observed more in classrooms with lower initial decoding skills, and it contributed to better decoding at Time 2. Finally, perceived ability predicted decoding and years of experience predicted word reading at Time 2.

Keywordsteacher knowledge; differentiation of instruction; reading; English; decoding; quality of instruction
Year2023
JournalReading and Writing
Journal citationpp. 1-29
PublisherSpringer
ISSN1573-0905
Digital Object Identifier (DOI)https://doi.org/10.1007/s11145-023-10432-4
Scopus EID2-s2.0-85153774169
Open accessPublished as ‘gold’ (paid) open access
Page range1-29
FunderAlberta Education
Publisher's version
License
File Access Level
Open
Output statusIn press
Publication dates
Online26 Apr 2023
Publication process dates
Accepted13 Mar 2023
Deposited19 Jul 2023
Grant ID2019-0022
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