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Cited by 408

The DOI matches its Crossref record; 50 of the 50 references it cites were found in a registry or an index.

Beginning Literacy: Links Among Teacher Knowledge, Teacher Practice, and Student Learning

McCutchen, Deborah, Abbott, Robert D., Green, Laura B., Beretvas, S. Natasha, Cox, Susanne, Potter, Nina S., Quiroga, Teresa, Gray, Audra L.·2002·Journal of Learning Disabilities
DOI 10.1177/002221940203500106
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Abstract

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' ( n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.

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Metadata

Authors
McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. L.
Venue
Journal of Learning Disabilities
Publisher
SAGE Publications
Published
2002-01
Volume
35
Issue
1
Pages
69-86
ISSN
  • 0022-2194 (ISSN-L)
  • 1538-4780
DOI
10.1177/002221940203500106
OpenAlex
W2112345575
Cited by
408
References
50
FWCI
13.88
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Beginning Literacy: Links Among Teacher Knowledge, Teacher Practice, and Student Learning. https://app.cochat.ai/papers/10.1177/002221940203500106
The paper
McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S. N., Cox, S., Potter, N. S., Quiroga, T., & Gray, A. L. (2002). Beginning Literacy: Links Among Teacher Knowledge, Teacher Practice, and Student Learning. Journal of Learning Disabilities. https://doi.org/10.1177/002221940203500106

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.