Conceptual Frameworks of Reading Held by Teachers.

Autor/in	Gove, Mary K.
Titel	Conceptual Frameworks of Reading Held by Teachers.
Quelle	(1981), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Reading; Classroom Techniques; Cognitive Processes; Elementary School Teachers; Learning Processes; Models; Primary Education; Reading Instruction; Reading Processes; Reading Research; Reading Teachers; Teacher Attitudes; Teacher Behavior + Suchen Sie Ihr Suchwort? Erstleseunterricht; Klassenführung; Cognitive process; Kognitiver Prozess; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Learning process; Lernprozess; Analogiemodell; Primarbereich; Leseunterricht; Leseprozess; Leseforschung; Reading Teaching; Reading teacher; Lesen; Lesenlernen; Lehrerverhalten; Teacher behaviour
Abstract	A study investigated the extent to which bottom-up and top-down conceptual frameworks of reading were held by primary grades teachers. In the first phase of the study, 66 teachers were given the Theoretical Orientation to Reading Profile (TORP), which was designed to reflect belief systems of reading instruction organized around a continuum from an emphasis on units of language smaller than words to an emphasis on units larger than words. In the second phase, 20 teachers whose TORP responses indicated a range of instructional emphases on the continuum were administered the Conceptual Framework of Reading Interview. This instrument was devised to elicit specific beliefs within the construct systems. Based on their responses, the teachers were identified as holding moderate or strong bottom-up or moderate or strong top-down conceptual frameworks. Analysis of the responses revealed that teachers with a strong bottom-up belief system tended to emphasize lower order units instructionally and to believe that students learn to read by learning decoding skills. Those with moderate bottom-up beliefs emphasized sounds, letters, and words instructionally. Moderate top-down teachers also believed that students learn to read by learning decoding skills; however, those holding both a moderate and strong top-down position believed that students learn to read by reading meaningful material. Those holding a strong top-down position emphasized higher order units instructionally. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC