Search results for: Reading instruction
Page 1/4 34 items
Preservice teachers in this study (N = 121) received training in evidence-based practices for vocabulary instruction via a series of three training modules. They then completed one of two practice conditions—creating a multimedia product to teach a vocabulary word or completing a non-multimedia learning task during class. The two practice conditions resulted in similar gains on the knowledge measure, but the group that created the multimedia product significantly outperformed the group that completed the non-multimedia task in a demonstration of instruction. Implications for teacher education are discussed by the authors.
Updated: Jul. 29, 2019
Delving Deeper Into the Construct of Preservice Teacher Beliefs About Reading Instruction for Students With Disabilities
The goal of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers’ beliefs about reading instruction for students with disabilities. Results indicate that preservice teachers’ beliefs systems are complex, made up of enduring, deeply rooted expressed beliefs as well as beliefs-in-use that are highly dependent on discipline-specific working knowledge.
Updated: Mar. 07, 2017
Critical Considerations in Becoming Literacy Educators: Pre-service Teachers Rehearsing Agency and Negotiating Risk
This paper looks closely at the talk of two pre-service teachers over time to examine how they used language as a way of rehearsing their evolving agency as literacy educators. Analysis reveals that because pre-service teachers rehearse agency over time via language, such agency can be developed in teacher education coursework and field experiences. Findings indicate four recommendations to foster agency: rehearsals over time, dissonance to the point of frustration, observations and approximations in field experiences, and interactional spaces for critical reflection.
Updated: Jan. 02, 2017
The current research examines the relative effectiveness of universities and new program types using the diverse market in Texas. The authors examine program effectiveness through a framework integrating certificate pathways, organizational goals, and market incentives. The authors found that independent nonprofits have positive effects on student performance that are not explained by teacher sorting or program selectivity, and these effects only occur in math. Furthermore, independent nonprofits perform well with most high-risk populations but have no advantage with Black students, no presence on rural schools, and negative effects, and designated special education (SPED) students. The authors argue that these findings suggest that policy makers should proceed with caution when advocating for expanding or limiting any particular program type.
Updated: Dec. 20, 2016
In this article, the author describes how culturally relevant children’s literature allowed teachers and teacher candidates to explore the lived realities of diverse students. She found that texts written by culturally and linguistically diverse authors gave participants new ways to articulate ideas and beliefs about English learners.
Updated: Dec. 05, 2016
The Influence of Student Teachers on the Perspectives of Early Childhood Cooperating Teachers Regarding Early Reading Instruction
The present study was designed to elicit answers to the following two questions: (1) What are the perspectives of early childhood cooperating teachers regarding early reading instruction in the Jordanian context? and (2) Does the perspectives of early childhood cooperating teachers engaging in early reading instruction change as a result of working with student teachers? The results revealed that the student teaching experience had no effect on the perspective of cooperating teachers regarding early reading instruction and the perspectives of cooperating teachers do not become similar to those of their student teachers who were WL-oriented.
Updated: Nov. 07, 2016
This study explored how one teacher educator designed and delivered a beginning reading methods course. The findings revealed that the teacher educator deliberately acted as a catalyst in activating the need to know within each preservice teacher by fostering a personal connection to the course content through careful course design. The findings suggest that activating preservice teachers' need to know often resulted in their deeper engagement with course content.
Updated: Sep. 01, 2014
Adolescents' Comprehension and Content Area Education Students' Perceptions: Benefits from One-on-One Tutoring
This research study analyzed the effectiveness of content-area education students tutoring adolescents and documented changes in the attitudes of the education students over time. The tutors tested the reading comprehension of both the 46 students they tutored and 47 students they did not. Results revealed that both the tutees and tutors gained from this experience. Tutors indicated that adolescents grew in their self-esteem and self-confidence due to the positive relationships that developed throughout the tutoring experience. Secondly, significant changes in the attitudes of the content area students toward implementing reading strategies were noted following the one-on-one tutoring experiences and instruction in the college literacy class.
Updated: Oct. 15, 2013
An Examination of Preservice Partnerships During a Reading Methods Course: Do They Increase Perceptions of Ability?
The authors examined the effectiveness of pairing preservice teachers with young readers to participate together in reading-related activities and partner journaling. Findings revealed that these one-on-one partnerships did not result in statistically significant higher scores on a self-perception scale when compared with scores of preservice teachers who did not engage in these partnering experiences.
Updated: May. 28, 2013
This study attempts to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving email exchanges about the book. Thematic qualitative analysis indicated that the preservice teachers took on different roles when interacting with young students and those roles seemed associated with the kind and success of the discussion that ensued.
Updated: May. 27, 2013