Teacher knowledge, instructional expertise, and the development of reading proficiency.

Full Abstract

Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

Author information

Author/s: Reid Lyon, G (G); Weiser, Beverly (B);

Affiliation: Southern Methodist University.

Journal and publication information

Publication Type: Journal Article

Journal: Journal of learning disabilities (J Learn Disabil), published in United States. (Language: eng)

Reference: -2009 Sep-Oct; vol 42 (issue 5) : pp 475-80

Dates: Created 2009/08/13; Completed 2009/10/19;

PMID: 19675317, status: MEDLINE (last retrieval date: 10/19/2009, IMS Date: )

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