7RPR Topic: Reading processes (eg, vocabulary)
Articles
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Akyol, H., & Ulusoy, M. (2010). Pre-service teachers’ use of reading strategies in their own readings and future classrooms. Teaching and Teacher Education, 26(4), 878–884.
- Al Otaiba, S., & Lake, V. E. (2007). Preparing special educators to teach reading and use curriculum-based assessments. Reading and Writing, 20(6), 591–617.
- Al Otaiba, S. (2005). How effective is code-based reading tutoring in English for English learners and preservice teacher-tutors? Remedial and Special Education. 26(4). p.245-254. http://dx.doi.org/10.1177/07419325050260040701.
- Aro, M., & Björn, P. M. (2016). Preservice and inservice teachers’ knowledge of language constructs in Finland. Annals of dyslexia, 66(1), 111-126.
- Barrentine, S., Waller, R., & Beck, P. (2011). Preservice Teachers’ Development of Professional Knowledge about Strategic Comprehension. Journal of Reading Education, 37 (1), 26-32.
- Binks-Cantrell, E., Washburn, E. K., Joshi, R. M., & Hougen, M. (2012). Peter effect in the preparation of reading teachers. Scientific studies of reading, 16(6), 526-536.
- Birdyshaw, D., Swaggerty, E., McGriff, M., Rutherford, A., Ro, J., Tancock, S., Fine, J., & Leach, A. (2017). Beyond state requirements: Examining teacher preparation for literacy instruction in United States teacher education programs. Literacy Research & Practice, Fall, 15-25.
- Ciampa, K., & Gallagher, T. L. (2018). A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing, 31(2), 457-481.
- Clark, S.K., Helfrich, S.R., & Hatch, L. (2015). Examining preservice teacher content and pedagogical content knowledge needed to teach reading in elementary school. Journal of Research in Reading.
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Dawkins, S., Ritz, M., & Louden, W. (2009). Learning by doing: Preservice teachers as reading tutors. Australian Journal of Teacher Education, 34(2), 40-49. http://dx.doi.org/10.14221/ajte.2009v34n2.4
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Ely, E., Pullen, P. C., Kennedy, M. J., Hirsch, S. E., & Williams, M. C. (2014). Use of instructional technology to improve teacher candidate knowledge of vocabulary instruction. Computers & Education, 75, 44–52. http://doi.org/10.1016/j.compedu.2014.01.013
- Fielding-Barnsley, R. & Purdie, N. (2005). Teachers' attitude to and knowledge of metalinguistics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33, 65-76.
- Gallant, P., & Schwartz, R. (2009). Examining the nature of expertise in reading instruction. Literacy Research and Instruction, 49(1), 1-19.
- Gormley, S., & Ruhl, K. L. (2007). Language structure knowledge of preservice teachers: Connecting speech to print. Teacher Education and Special Education, 30(2), 83-92. doi:10.1177/088840640703000203
- Griffith, R. (2017). Preservice teachers' in‐the‐moment teaching decisions in reading. Literacy, 51(1), 3-10. https://doi.org/10.1111/lit.12097
- Grisham, D. L. (2000). Connecting theoretical conceptions of reading to practice: A longitudinal study of elementary school teachers. Reading Psychology, 21(2), 145-170.
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Hedrick, W. B., Harmon, J. M., & Wood, K. (2008). Prominent content vocabulary strategies and what secondary preservice teachers think about them. Reading Psychology, 29(5), 443-470.
- Helfrich, S. R., & Clark, S. K. (2016). A Comparative Examination Of Pre-Service Teacher Self-Efficacy Related To Literacy Instruction". Reading Psychology, 37, 943-961.
- Keehn, S., Harmon, J., Hedrick, W., Martinez, M. & Perez, B. (2001). A study of the impact of a reading specialization program on first-year teachers. In J. V. Hoffman, D. L. Schallert, C. F. Fairbanks, J. Worthy, & B. Maloch (EDS) 50th Yearbook of the National Reading Conference (pp. 323-332), Chicago, Ill: National Reading Conference.
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Kennedy, M. J., Driver, M. K., Pullen, P. C., Ely, E., & Cole, M. T. (2013). Improving teacher candidates’ knowledge of phonological awareness: A multimedia approach. Computers & Education, 64, 42-51.
- Knudson, R. E., & Maxson, S. (2001). How students learn to teach beginning reading. Reading Improvement, 38(3), 125-132.
- Kucan, L., Palincsar, A. S., Busse, T., Heisey, N., Klingelhofer, R., Rimbey, M., & Schutz, K. (2011). Applying the Grossman et. al. theoretical framework: The case of reading. Teachers College Record, 113(12), 2897-2921.
- Larson, L. C. (2012). It's time to turn the digital page: Preservice teachers explore e-book reading. Journal of Adolescent & Adult Literacy, 56(4), 280–290.
- Leko, M. M., & Brownell, M. T. (2011). Special education teachers' appropriation of pedagogical tools for teaching reading. Exceptional Children, 77(2), 229-251.
- Lohfink, G., & Adler, M. (2017). Teacher candidates' appropriating reading comprehension strategies. Literacy Practice & Research, Winter, 18-26.
- Luttenegger, K. (2012). Explicit Strategy Instruction and Metacognition in Reading Instruction in Preservice Teachers’ Elementary School Classrooms. Journal of Reading Education, 37 (3), 13-20.
- Many, J., Taylor, D., Wang, Y., Sachs, G., & Schreiber, H. (2007). An examination of preservice literacy teachers' initial attempts to provide instructional scaffolding. Reading Horizons, 48(1), 19-40.
- Martinussen, R., Ferrari, J., Aitken, M. & Willows, D. (2015). Pre-service teachers' knowledge of phonemic awareness: Relationship to perceived knowledge, self-efficacy beliefs, and exposure to a multimedia-enhanced lecture. Annals of Dyslexia 65, 142-158. http://dx.doi.org/10.1007/s11881-015-0104-0
- Massey, D. (2002). Personal journeys: Teaching teachers to teach literacy. Reading Research and Instruction, 41(2), 103-125. http://dx.doi.org/10.1080/19388070209558361
- Meeks, L. J. & Kemp, C. (2017). How Well Prepared are Australian Preservice Teachers to Teach Early Reading Skills? Australian Journal of Teacher Education, 42(11), 1-17.
- Modla, V., McGeehan, C., & Lewinski, K. (2014). Swimming in Shallow Waters Promoting Deep Comprehension through Strategy Instruction. Journal Of Reading Education, 39(3), 22-28.
- Morgan, D., Timmons, B. & Shaheen, M. (2006). Tutoring: A personal and professional space for preservice teachers to learn about literacy instruction. In C. Fairbanks, J. Worthy, B. Maloch, J. Hoffman, & D. Schallert (Eds.), 55th yearbook of the National Reading Conference (pp. 212-223). Oak Creek, WI: National Reading Conference.
- Ness, M. K. (2015) Building Preservice Teachers' Ability toThink Aloud in Literacy Methods Courses, The Teacher Educator, 50:4, 257-271, DOI:10.1080/08878730.2015.1072260.
- Purvis, C. J., McNeill, B. C., & Everatt, J. (2016). Enhancing the metalinguistic abilities of pre-service teachers via coursework targeting language structure knowledge. Annals of dyslexia, 66(1), 55-70.
- Rosenthal, J. L., Donnantuono, M., Lebron, M., & Flynn, C. (2017). Children's literacy growth, and candidates' and teachers' professional development resulting from a PDS-based initial certification literacy course. School-University Partnerships, 10(1), 57-65.
- Sayeski, K. L., Earle, G. A., Eslinger, R. P., & Whitenton, J. N. (2017). Teacher candidates’ mastery of phoneme-grapheme correspondence: massed versus distributed practice in teacher education. Annals of Dyslexia, 67(1), 26-41.
- Spear-Swerling, L., & Brucker, P. O. (2006). Teacher-education students' reading abilities and their knowledge about word structure. Teacher Education and Special Education, 29(2), 116-126. doi:10.1177/088840640602900204
- Spear-Swerling, L., & Brucker, P. O. (2003). Teachers’ acquisition of knowledge about English word structure. Annals of Dyslexia, 53, 72-103.
- Spear-Swerling, L. (2009). A Literacy Tutoring Experience for Prospective Special Educators and Struggling Second Graders. Journal of Learning Disabilities. 42(5), 431-443.
- Spear-Swerling, L., & Brucker, P.O. (2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332-364. http://dx.doi.org/10.1007%2Fs11881-004-0016-x
- Timmons, B. J., & Morgan, D. N. (2010). Preservice tutors and first-grade students: Instruction, interactions, and faculty feedback. Literacy Research and Instruction, 50, 15-30. doi: 10.1080/19388070903402118
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Warren-Kring, B. Z., & Rutledge, V. C. (2011). Adolescents’ comprehension and content area education students’ perceptions: Benefits from one-on-one tutoring. The Teacher Educator, 46(3), 244–261. http://doi.org/10.1080/08878730.2011.581334
- Warren-Kring, B., & Warren , G. (2013). Changing the attitudes of pre-service teachers toward content literacy strategies. Reading Improvement , 50(2), 75-82.
- Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A. (2016). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of dyslexia, 66(1), 7-26.
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Washburn, E. K., Joshi, R. M., & Binks Cantrell, E. (2011). Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia, 61(1), 21–43. http://dx.doi.org/10.1007/s11881-010-0040-y
- Westerveld, M. F., & Barton, G. M. (2017). Enhancing phonological awareness and orthographic knowledge of preservice teachers: An intervention through online coursework. Australian Journal of Teacher Education, 42(12), 98-111.
- Wolsey, T. D., Young, J. R., Scales, R. Q., Scales, W. D., Lenski, S., Yoder, K. K., Wold, L., Grisham, D. L., Ganske, K., Dobler, E., & Chambers, S. A. (2013). An examination of teacher education in literacy instruction and candidate perceptions of their learned literacy practices. Action in Teacher Education, 35(3), 204-222. http://dx.doi.org/10.1080/01626620.2013.806230
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Yadav, A., Bouck, E., Fonte, A. D., & Patton, S. (2009). Instructing special education pre‐service teachers through literacy video cases. Teaching Education, 20(2), 149–162. http://doi.org/10.1080/10476210902878510