2017/05/03 by Ellen Ballock, Vicki McQuitty, Scot McNary · 1 citation
Arts and Humanities · Psychology · Social Sciences · #EFL/ESL Teaching and Learning #Reading and Literacy Development #Writing and Handwriting Education
paper · pdf · doi:10.1177/0022487117702576
crossref issued 2017/05/03 · crossref published 2017/05/03 · crossref published-online 2017/05/03 · openalex publication_date 2017/05/03 · crossref created 2017/05/03 · crossref published-print 2018/01/01 · openalex created_date 2025/10/10 · crossref deposited 2026/05/01 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
This study explored the knowledge elementary teachers need for one core practice: reading and responding to students’ writing. Forty-five preservice teachers read and responded to an elementary student’s narrative writing sample. Using teacher noticing as a framework, we first decomposed the practice into five components indicative of differences in teachers’ attention to writing features, reasoning about those features, and suggested responses. We used multiple correspondence analyses to investigate potential underlying relationships among components and developed cases to highlight one underlying relationship that was found. The findings indicate reading and responding draws upon teachers’ pedagogical content knowledge. More specifically, it draws on both knowledge of content and students and knowledge of content and teaching.