Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy

Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of... Read Writ (2009) 22:375–378 DOI 10.1007/s11145-009-9161-2 Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy Anne Cunningham Æ Jamie Zibulsky Published online: 30 January 2009 The Author(s) 2009. This article is published with open access at Springerlink.com Introduction Reading acquisition is arguably the most complex, developmentally interesting cognitive task that children are expected to undertake while in school. Although there is growing recognition that certified and highly trained teachers positively influence student learning and development (Darling-Hammond, 2000), the effective teaching of literacy skills requires not only knowledge cultivated through basic pre- and in-service programs, but also that educators acquire and apply a sophisticated understanding of the nuances of the English language. Additionally, the increasing diversity of students’ cognitive, linguistic, and academic abilities in today’s classrooms has put even greater pressure on teachers to develop varied strategies that will foster student literacy growth. Similarly, as we aim to support the literacy development of all children both before and throughout their formal education, it is important to recognize that teachers at different grade levels must acquire different types of knowledge and utilize different strategies in order to best support their students. As our http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy

Loading next page...
 
/lp/springer_journal/introduction-to-the-special-issue-about-perspectives-on-teachers-77Qn7kh5ub
Publisher
Springer Journals
Copyright
Copyright © 2009 by The Author(s)
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-009-9161-2
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2009) 22:375–378 DOI 10.1007/s11145-009-9161-2 Introduction to the special issue about perspectives on teachers’ disciplinary knowledge of reading processes, development, and pedagogy Anne Cunningham Æ Jamie Zibulsky Published online: 30 January 2009 The Author(s) 2009. This article is published with open access at Springerlink.com Introduction Reading acquisition is arguably the most complex, developmentally interesting cognitive task that children are expected to undertake while in school. Although there is growing recognition that certified and highly trained teachers positively influence student learning and development (Darling-Hammond, 2000), the effective teaching of literacy skills requires not only knowledge cultivated through basic pre- and in-service programs, but also that educators acquire and apply a sophisticated understanding of the nuances of the English language. Additionally, the increasing diversity of students’ cognitive, linguistic, and academic abilities in today’s classrooms has put even greater pressure on teachers to develop varied strategies that will foster student literacy growth. Similarly, as we aim to support the literacy development of all children both before and throughout their formal education, it is important to recognize that teachers at different grade levels must acquire different types of knowledge and utilize different strategies in order to best support their students. As our

Journal

Reading and WritingSpringer Journals

Published: Jan 30, 2009

References

You’re reading a free preview. Subscribe to read the entire article.


DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Elsevier, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create lists to
organize your research

Export lists, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off