What Do Teachers and Their Students Think and Know about Reading An Exploratory Study.Report as inadecuate




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This study examined teachers' beliefs and knowledge about reading, their reading pedagogy, and their students' conceptions of reading. Participants were 24 elementary and secondary teachers and 144 of their students. All participants completed individual interviews and the Theoretical Orientation to Reading Profile. Results indicated that only two teachers were members of the International Reading Association. School district-mandated reading programs had a strong impact on teachers' beliefs about reading and reading instruction. There were glaring gaps and inconsistencies in teachers' knowledge about reading instruction. For example, although teachers taught vocabulary and sequencing and relied on discussion questions offered at the end of stories, only one teacher mentioned reading comprehension strategies. Teachers tended to equate teaching reading comprehension with testing. Most students said they would ask their teacher or peers for help rather than using specific reading comprehension strategies to aid comprehension. Teachers did not mention culturally responsive teaching. Only 4 teachers mentioned reading discussion groups, and all 144 students reported having no book clubs in their schools. Teachers did not mention a daily reading-writing connection. Only one teacher mentioned computer technology, though most students had considerable computer knowledge. Many teachers were unable to clearly explain their beliefs about literacy teaching and learning. (Contains 49 references.) (SM)

Descriptors: Computer Uses in Education, Elementary Secondary Education, Reading Instruction, Reading Strategies, Student Attitudes, Teacher Attitudes, Teaching Methods











Author: Richards, Janet C.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8657&id=ED464043



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