| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Characterizing the knowledge of educators receiving training in systematic literacy instruction
|
McMahan, K. Melissa
|
|
2019
|
69 |
1 |
p. 21-33
|
artikel
|
| 2 |
Discovering the impact of reading coursework and discipline-specific mentorship on first-year teachers’ self-efficacy: a latent class analysis
|
Feng, Luxi
|
|
2019
|
69 |
1 |
p. 80-98
|
artikel
|
| 3 |
Elementary teacher’s knowledge of response to intervention implementation: a preliminary factor analysis
|
Otaiba, Stephanie Al
|
|
2019
|
69 |
1 |
p. 34-53
|
artikel
|
| 4 |
Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades
|
Wijekumar, Kausalai (Kay)
|
|
2019
|
69 |
1 |
p. 5-20
|
artikel
|
| 5 |
Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K–8 experiencing significant reading learning disabilities
|
Weiser, Beverly
|
|
2019
|
69 |
1 |
p. 54-79
|
artikel
|
| 6 |
Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction
|
Arrow, Alison W.
|
|
2019
|
69 |
1 |
p. 99-113
|
artikel
|
| 7 |
Introduction: teacher perception, self-efficacy and teacher knowledge relating to literacy
|
Malatesha Joshi, R.
|
|
2019
|
69 |
1 |
p. 1-4
|
artikel
|
| 8 |
Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea
|
Bae, Han Suk
|
|
2019
|
69 |
1 |
p. 136-152
|
artikel
|
| 9 |
Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices
|
Fuchs, Stephanie
|
|
2019
|
69 |
1 |
p. 114-135
|
artikel
|
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