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Beginning LiteracyLinks Among Teacher Knowledge, Teacher Practice, and Student Learning
Deborah McCutchen
University of Washington, mccutch{at}u.washington.edu
Robert D. Abbott
University of Washington
Laura B. Green
University of Washington Multidisciplinary Learning Disabilities Center
S. Natasha Beretvas
University of Texas
Susanne Cox
Nina S. Potter
High-line School District in Washington
Teresa Quiroga
Audra L. Gray
University of Washington
Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.
Journal of Learning Disabilities, Vol. 35, No. 1,
69-86 (2002)
DOI: 10.1177/002221940203500106
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