Connecting teachers’ language knowledge, perceived ability and instructional practices to Grade 1 students’ literacy outcomes

Abstract We examined the associations between teachers’ knowledge of language and literacy constructs, perceived ability to teach early skills, instructional practice, students’ reading outcomes. The results showed that teacher predicted quality instruction, but neither instruction nor were associated with stronger decoding or word outcomes once earlier skills controlled. Differentiation was observed more in classrooms lower initial it contributed better at Time 2. Finally, years experience