References
- Al-Hazza, T C. ., Fleener, C., & Hager, J. (2008). Primary teachers' knowledge and knowledge calibration of early literacy practices. Read-ing Matrix: An International Online Jour-nal, 8(2), 1–11.
- Brady, S., Gillis, M., Smith, T., Lavalette, M., Liss-Bronstein, L., Lowe, E., et al. (2009). First grade teachers' knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher atti-tudes. Reading and Writing, 22(4), 425–455. doi: 10.1007/s11145-009-9166-x
- Carlisle, J. F., Correnti, R., Phelps, G., & Zeng, J. (2009). Exploration of the contribution of teachers' knowledge about reading to their students' improvement in reading. Reading and Writing, 22(4), 457–486. doi: 10.1007/ s11145-009-9165-y
- Carroll, J. (2006). Phonological awareness: in-vestigating the phonological awareness skills of New Zealand primary schools' educators. SET: Research Information for Teachers, No. 3. New Zealand Council for Education Research.
- Crim, C., Hawkins, J., Thornton, J., Rosof, H. B., Copley, J., & Thomas, E. (2008). Early child-hood educators' knowledge of early literacy development. Issues in Teacher Education, 17(1), 17–30.
- Cunningham, A. E., Perry, K. E., Stanovich, K. E., & Stanovich, P. I. (2004). Disciplinary knowl-edge of K-3 teachers and their knowledge calibration in the domain of early literacy. An-nals of Dyslexia, 54(1), 139–167.
- Fielding-Barnsley, R. (2010). Australian pre-ser-vice teachers' knowledge of phonemic aware-ness and phonics in the process of learning to read. Australian Journal of Learning Diffi-culties, 15(1), 99–110.
- Fielding-Barnsley, R., & Purdie, N. (2005). Teach-ers' attitude to and knowledge of metalinguis-tics in the process of learning to read. Asia-Pacific Journal of Teacher Education, 33(1), 65–76.
- Gillon, G. T. (2004). Phonological awareness: From research to practice. New York, NY: Guilford Press.
- Girolametto, L., Weitzman, E., Lefebvre, P., & Greenberg, J. (2007). The effects of in-service education to promote emergent literacy in child care centers: A feasibility study. Lan-guage, Speech, and Hearing Services in Schools, 38(1), 72–83.
- Love, E., & Reilly, S. (1995). A sound way: From awareness to practice. Melbourne, Australia: Longman.
- McCutchen, D., Green, L., Abbott, R. D., & Sanders, E. A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five. Reading and Writing, 22(4), 401–423. doi: 10.1007/ s11145-009-9163-0
- Moats L. C., & Foorman, B. R. (2003). Measuring teachers' content knowledge of language and reading. Annals of Dyslexia, 53, 23–45.
- Snow, C. E., Griffin, P., & Burns, M. S. (2005). Knowledge to support the teaching of read-ing: Preparing teachers for a changing world. San Francisco, CA: Jossey-Bass.
- Spear-Swerling, L., & Brucker, P O. . (2003). Teachers' acquisition of knowledge about English word structure. Annals of Dyslexia, 53, 72–103.
- Spencer, E. J., Schuele, C. M., Guillot, K. M., & Lee, M. W. (2008). Phonemic awareness skill of speech-language pathologists and other educators. Language, Speech, and Hearing Services in Schools, 39, 512–520.
- Stainthorp, R. (2004). W(h)ither phonologi-cal awareness? Literate teachers' lack of stable knowledge about the sound structure of words. Educational Psychology, 24(6), 753–765.
- Tibi, S. (2005). Teachers' knowledge and skills in phonological awareness in United Arab Emir-ates. International Journal of Special Educa-tion, 20(1), 60–66.
- Timperly, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis itera-tion. Wellington, New Zealand: Ministry of Educaton.