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- Title
Reading Recovery Teacher Expertise: Gaining and Structuring Content Knowledge for Early Literacy Intervention.
- Authors
Gibson, Sharan A.
- Abstract
This study examined the quality and characteristics of Reading Recovery intervention teachers' expertise in phonological awareness, strategies for word identification, and comprehension, grounded in their knowledge of a specific student and evaluated against research-based standards. The study also utilized a narrative analysis of the instructional reasoning of intervention teachers as constructed within retrospective interview narratives describing case knowledge of a first-grade student's intervention program. Results indicate that reading intervention teachers articulated complex, integrated expertise that was substantiated through detailed observation and theorizing regarding an individual student's intervention program.
- Subjects
READING Recovery program; READING (Elementary); EARLY intervention (Education); FIRST grade (Education); ELEMENTARY education; LITERACY education
- Publication
Literacy Teaching & Learning: An International Journal of Early Reading & Writing, 2010, Vol 15, Issue 1/2, p17
- ISSN
2159-5380
- Publication type
Article