A third grade bilingual teacher's knowledge and practices for developing reading comprehension
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The purpose of this study was to examine teacher knowledge and practices for teaching reading comprehension to English language learners and socio-economically disadvantaged students in a third grade bilingual class. This study uses a conceptual framework of pedagogical content knowledge to investigate how kinds of content knowledge and pedagogical practices interact to create the teacher’s special way of knowing how to teach comprehension to her students. This study uses a case study methodology to investigate what the teacher knows and how her knowledge is enacted in her teaching practices. This case study provided an in-depth perspective of teacher knowledge. Through the analyses of the interviews, video observations, and artifact data, I discovered that teacher knowledge is developed, refined, and adapted from teacher beliefs, experiences in using teaching practices for meeting diverse student needs, professional training, and personal practical knowledge. School administrators, reading specialists, and teachers of reading will find the results useful for developing ways to evaluate teacher knowledge and practices for developing professional growth opportunities for reading teachers. This study expands the existing literature on teaching reading comprehension in elementary grades.