Teacher Knowledge Matters in Supporting Young Readers

Abstract

Teacher knowledge is important because it is related to student outcomes The researchers of this article wanted to answer the following questions: How do classroom teachers describe the reading cueing systems? How do classroom teachers analyze running record information? How do classroom teachers implement classroom reading instruction based on miscue analysis of running records and their knowledge of the reading cueing systems? The researchers evaluated the case studies from a group of teachers with a detailed rubric and revealed four different levels of knowledge, indicating that future staff development needs to be differentiated and individualized. This study has implications for further work because of the current interest in standards, assessment, and literacy staff development.