ABSTRACT Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and first grade teachers in the southeastern United States: discrete skills, print awareness, active learning, collaborative learning, and comprehensive instruction. Multiple regression analyses demonstrated teacher knowledge of reading was significantly associated only with comprehensive instruction, indicating more knowledgeable teachers were more likely to engage in instructional strategies that targeted multiple domains. Implications for teacher education and professional development are shared.

中文翻译：

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阅读知识与幼儿园和一年级教师报告教学策略的关联

摘要 教师的阅读知识是教师素质的一个重要方面，尽管有限的研究调查了它与课堂教师如何报告使用教学策略让学生参与阅读的关联。对 28 个教学策略项目的因素分析导致了美国东南部 66 名幼儿园和一年级教师的五个自我报告的教学重点：离散技能、印刷意识、主动学习、协作学习和综合教学。多元回归分析表明教师的阅读知识仅与综合教学显着相关，表明知识渊博的教师更有可能参与针对多个领域的教学策略。对教师教育和专业发展的影响是共享的。