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date: 03 August 2020

Abstract and Keywords

This chapter focuses on the body of disciplinary and pedagogical knowledge required to provide high-quality beginning reading instruction to young children. The chapter examines quality literacy instruction from a historical perspective, reviews what science tells us about the successful teaching of reading, explores why teachers are not consistently teaching beginning reading in ways that are aligned with best practices, and provides recommendations for how the field can support teachers in developing the knowledge needed to improve student reading outcomes. The goal is to provide research-based suggestions for strengthening both the content and delivery of teacher professional development in the area of literacy, and to demonstrate that these suggestions have the power to affect child outcomes.

Keywords: teacher knowledge, teacher education, professional development, reading, word recognition

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