Effects of teacher knowledge of early reading on students ’ gains in reading foundational skills and comprehension

This study explored the effect of teachers ’ knowledge of language and literacy on their students’ reading outcomes in foundational skills and reading comprehension. Data from 9,640 students and 512 classroom teachers in 112 schools were analyzed using multi-level mixed effects modeling to account for the nested data. After controlling f or student and teacher-level variables, results showed that teachers’ knowledge of language and literacy reliably predicted students’ spring foundational skills scores, but not reading comprehension scores. These findings support the idea that more knowledgeable teachers generate students with m ore favorable reading outcomes. Implications are discussed in addition to directions for future research.
Source: Reading and Writing - Category: Child Development Source Type: research