Still Wanted

Binks, E. ( 2008). An assessment of university instructors and their preservice teachers’ knowledge of basic language constructs before and after university instructor professional development. Unpublished doctoral dissertation, Texas A&M University, College Station.

Bos, C. , Mather, N. , Dickson, S. , Podhajski, B. , & Chard, D. ( 2001). Perceptions and knowledge of preservice and inservice educators about early reading instruction. Annals of Dyslexia , 51, 97-120.

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Cunningham, A.E. , Zibulsky, J. , & Callahan, M.D. (2009). Starting small: Building preschool teacher knowledge that supports early literacy development. Reading and Writing: An Interdisciplinary Journal, 22, 487-510.

Cunningham, A.E. , Zibulsky, J. , Stanovich, Z.E. , & Stanovich, P.J. (2009). How teachers would spend their time teaching language arts: The mismatch between self-reported and best practices. Journal of Learning Disabilities, 42(5), 418-430.

Ehri, L. , & Snowling, M. ( 2004). Developmental variation in word recognition. In A. C. Stone , E. R. Silliman , B. J. Ehren , & K. Apel (Eds.), Handbook of language and literacy: Development and disorders (pp. 443-460). New York: Guilford.

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Joshi, R.M. , Binks, E. , Graham, L. , Ocker-Dean, E. , Smith, D.L. , & Boulware-Gooden, R. (2009). Do textbooks used in university reading education courses conform to the instructional recommendations of the National Reading Panel? Journal of Learning Disabilities , 42(5), 458-463.

Joshi, R.M. , Binks, E. , Hougen, M. , Dahlgren, M.E. , Ocker-Dean, E. , & Smith, D.L. ( 2009). Why elementary teachers might be inadequately prepared to teach reading. Journal of Learning Disabilities, 42(5), 392-402.

Kaiser, L. , Rosenfield, S. , & Gravois, T. ( 2009). Teachers’ perception of satisfaction, skill development, and skill application after instructional consultation services. Journal of Learning Disabilities, 42(5), 444-457.

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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: An Interdisciplinary Journal, 22, 401-423.

Moats, L.C. ( 1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.

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Moats, L.C. ( 2009). Knowledge foundations for teaching reading and spelling . Reading and Writing: An Interdisciplinary Journal, 22, 379-399.

Moats, L.C. , & Foorman, B.R. ( 2003). Measuring teachers’ content knowledge of language and reading. Annals of Dyslexia, 53, 23-45.

Moats, L.C. , & Foorman, B.R. ( 2008). Literacy achievement in the primary grades in high-poverty schools. In S. Neuman (Ed.), Educating the other America: Top experts tackle poverty, literacy, and achievement in our schools (pp. 91-111). Baltimore: Paul H. Brookes.

Moats, L.C. , & Lyon, G.R. ( 1996). Wanted: Teachers with knowledge of language. Topics in Language Disorders, 16, 73-86.

Podhajski, B. , Mather, N. , Nathan, J. , & Sammons, J. ( 2009). Professional development in scientifically based reading instruction: Teacher knowledge and reading outcomes. Journal of Learning Disabilities, 42(5), 403-417.

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Spear-Swerling, L. ( 2009). A literacy tutoring experience for prospective special educators and struggling second graders. Journal of Learning Disabilities, 42(5), 431-443.

Spear-Swerling, L. , & Brucker, A.O. ( 2003). Teachers’ acquisition of knowledge about English word structure. Annals of Dyslexia, 53, 72-103.

Spear-Swerling, L. , & Brucker, A.O. ( 2004). Preparing novice teachers to develop basic reading and spelling skills in children. Annals of Dyslexia, 54, 332-364.

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Stotsky, S. ( 2009). Licensure tests for special education teachers: How well they assess knowledge of reading instruction and mathematics. Journal of Learning Disabilities, 42(5), 464-474.

Walsh, K. , Glaser, D. , & Dunne-Wilcox, D. (2006). What elementary teachers don’t know about reading and what teacher preparation programs aren’t teaching. Washington, DC: National Council for Teacher Quality.