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Literacy Research and Instruction Volume 52, 2013 - Issue 4
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Original Articles

The Influence of Prior Knowledge, University Coursework, and Field Experience on Primary Preservice Teachers' Use of Reading Comprehension Strategies in a Year-Long, Field-Based Teacher Education Program

Mary Beth Sampson Texas A&M University–Commerce, Commerce, TexasCorrespondence[email protected]
,
Wayne M. Linek Texas A&M University–Commerce, Commerce, Texas
,
I. Laverne Raine Texas A&M University–Commerce, Commerce, Texas
&
Susan Szabo Texas A&M University–Commerce, Commerce, Texas
Pages 281-311 | Published online: 08 Aug 2013

Citations (9)

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Read on this site (4)

Jenna Nelson, Aimee Papola-Ellis & Elina Giatsou. (2020) Developing Literacy-minded Educators: Authentic Field-based Teacher Preparation. Literacy Research and Instruction 59:1, pages 17-38.
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Kathryn Struthers Ahmed. (2019) Being A “Bridge Builder”: A Literacy Teacher Educator Negotiates the Divide between University-promoted Culturally Responsive Pedagogy and District-mandated Curriculum. Literacy Research and Instruction 58:4, pages 211-231.
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Aurora Chang, Sabina Rak Neugebauer, Aimee Ellis, David Ensminger, Ann Marie Ryan & Adam Kennedy. (2016) Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study. Studying Teacher Education 12:2, pages 152-169.
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Wangbei Ye. (2016) When rural meets urban: the transfer problem Chinese pre-service teachers face in teaching practice. Journal of Education for Teaching 42:1, pages 28-49.
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Articles from other publishers (5)

Anat Zohar & Galit Ben-Ari. (2022) Teachers’ knowledge and professional development for metacognitive instruction in the context of higher order thinking. Metacognition and Learning 17:3, pages 855-895.
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Kristi Jakobson, Piret Soodla & Mikko Aro. (2022) General and special education teachers’ knowledge about reading comprehension processes and instructional practices. Reading and Writing 35:9, pages 2229-2256.
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Christopher Applegate. 2021. Health and Academic Achievement - New Findings. Health and Academic Achievement - New Findings.
Victoria J. Risko & Louann Reid. (2019) What Really Matters for Literacy Teacher Preparation?. The Reading Teacher 72:4, pages 423-429.
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Piret Soodla, Anna-Liisa Jõgi & Eve Kikas. (2016) Relationships between teachers’ metacognitive knowledge and students’ metacognitive knowledge and reading achievement. European Journal of Psychology of Education 32:2, pages 201-218.
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