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- W2040398192 abstract "Reading acquisition is arguably the most complex, developmentally interesting cognitive task that children are expected to undertake while in school. Although there is growing recognition that certified and highly trained teachers positively influence student learning and development (Darling-Hammond, 2000), the effective teaching of literacy skills requires not only knowledge cultivated through basic preand in-service programs, but also that educators acquire and apply a sophisticated understanding of the nuances of the English language. Additionally, the increasing diversity of students’ cognitive, linguistic, and academic abilities in today’s classrooms has put even greater pressure on teachers to develop varied strategies that will foster student literacy growth. Similarly, as we aim to support the literacy development of all children both before and throughout their formal education, it is important to recognize that teachers at different grade levels must acquire different types of knowledge and utilize different strategies in order to best support their students. As our education system attempts to identify the most effective strategies to minimize the discrepancies between underserved and more advantaged populations, it is critical that both educators and researchers recognize the powerful impact that teacher knowledge of early literacy skills can have on students’ long-term academic success and continue empirical explorations of exactly how, when, and why teachers have this influence. In the past three decades, the field of teacher knowledge in the domain of literacy has grown considerably. Researchers have continued to more specifically characterize the knowledge that teachers and teacher educators must acquire and apply (Almasi, 2002; Ball, 2000; Joshi et al., 2009; Shulman, 1986, 1987), craft professional development programs that help teachers cultivate such knowledge (McCutchen" @default.
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- W2040398192 date "2009-01-30" @default.
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- W2040398192 title "Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy" @default.
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- W2040398192 doi "https://doi.org/10.1007/s11145-009-9161-2" @default.
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