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
Reading and Writing – Springer Journals
Published: Jan 30, 2009
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