Joanne F. Carlisle|Ben Kelcey|Brian Rowan|Geoffrey Phelps
Teachers’ Knowledge About Early Reading: Effects on Students’ Gains in Reading Achievement
University of Michigan–Ann Arbor|Wayne State University|University of Michigan–Ann Arbor|Educational Testing Service
abstract abstract study developed new survey teachers knowledge early reading examined effects teachers knowledge students reading achievement grades 1 3 large sample michigan schools using statistical models controlled teachers personal professional characteristics students prior reading achievement clustering highknowledge teachers schools school districts particular demographic composition found effects teachers knowledge early reading students reading achievement small 1st grade students classrooms headed higher knowledge teachers performed better yearend tests reading comprehension word analysis 2nd 3rd grades effects teachers knowledge either measure students reading achievement statistically significant although study suggests new forms statistical analysis might produce better estimates effects teachers knowledge students reading achievement research needed improve conceptual psychometric properties measures teachers knowledge reading investigate relation knowledge instructional practices keywords teachers knowledgeearly readingstudent achievement acknowledgments study made possible teacher quality grant institute education sciences ies first author award r305m050087 however ies responsible decisions method interpretations results expressed article also grateful support michigans reading first program directors elementary teachers welcomed us classrooms finally particularly want acknowledge help quiet wisdom colleague friend david johnson passed away winter