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

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Publisher
Springer Netherlands
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

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