Mind the Gap: Teacher Knowledge, Classroom Reality, and Early Literacy Instruction
Purpose: This mixed-methods study examined how teachers implement evidence-based components of beginning reading, how this relates to teachers’ literacy knowledge levels, and teachers’ own views on classroom practice. Method: An online survey reached 507 teachers (mean age = 40 years) who taught rea...
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| Hauptverfasser: | , , |
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| Format: | Artigo |
| Sprache: | Inglês |
| Veröffentlicht: |
MDPI AG
2026-05-01
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| Schriftenreihe: | Education Sciences |
| Schlagworte: | |
| Online-Zugang: | https://www.mdpi.com/2227-7102/16/6/843 |
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