![]() ![]() The TULIP survey was created using an iterative development process involving a systematic review of research, expert review of items, field testing, and a pilot study. This article describes the development and validation of the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey, which assesses teacher knowledge in the domains of (a) phonological awareness, (b) phonics, decoding, and encoding, (c) reading fluency, (d) oral language, and (e) reading comprehension. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development few surveys have provided a picture of educator knowledge to teach both word reading and language comprehension. ![]() In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. ![]()
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