The importance of teacher knowledge about beginning reading development

Read a chapter from the Oxford Handbook of Reading, 2015. The chapter focuses on teacher knowledge about beginning reading development and instruction. It identifies what teachers need to know along with recommendations for supporting teachers in developing that knowledge to improve outcomes. Some nuggets:

“. . . reliance on a political/ideological rather than a scientific model for making decisions has hampered the field of reading education.”

“. . . the field has come to acknowledge the complexities of what teachers of reading should know and do. Just as we would not expect a physics teacher to be successful without deep content knowledge and training from supportive and knowledgeable mentors, we should expect the same level of knowledge is necessary for teachers of reading.”

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