Attitudes of Secondary Teachers Toward Teaching Reading and Their Perceptions of Their Competencies in Reading Instruction PDF Download
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Author: Carolyn Evans
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 61
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Author: Carolyn Evans
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages : 61
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Author: Sara L. Norton-Ejnik
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 288
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Book Description
Strategic teaching of reading occurs at the elementary level, and students are expected to "read to learn" once they enter high school. The majority of the nation's secondary students do not have all the requisite skills to read and learn from high school texts and materials, and even drop-out rates have been attributed to students' inability to keep pace with the literacy skill demanded by the secondary curriculum. No Child Left Behind legislation now mandates secondary school reading initiatives, from high stakes testing to remediation. Despite the national focus on secondary reading, teachers in America's secondary schools are not teaching the skills and strategies necessary for their students to grow as readers and learn from what they read (ACT, 2007; Biancarosa & Snow, 2004). The study quantified Michigan's secondary content area teachers' attitudes toward teaching reading and examined the relationship between those attitudes and predictor variables of content area, level/type of training in teaching reading, degree level, and degree of learner centerdness. Data was collected from 191 male and female respondents vai email link to a survey using the Otto Smith Inventory Scale to measure teacher attitudes toward teaching reading and a portion of the Learner Centered Battery Scale to measure the respondents' learner-centeredness. Teacher respondents had generally positive attitudes toward teaching reading. Math and science respondents had significantly lower attitude scores that English teachers. Post-bachelors' training/education correlated positively with teacher attitudes toward teaching reading. A positive relationship existed between respondents' learner centered beliefs and their attitudes toward teaching content area reading. The data showed a negative relationship between non-learner centered beliefs and the respondents score on the OSI. Both correlations were significant at the .01 level. According to the data, the more learner centered a teacher, the more positive her attitude toward content area reading instruction. Conversely, the stronger a teacher's non-learner centered beliefs, the more negative her attitude toward content area reading instruction. The findings from this study provide important insights for designing inservice or post-bachelors training programs to create learner-centered belief systems and positive attitudes toward teaching content area instruction.
Author: American Reading Forum. Conference
Publisher:
ISBN:
Category : Reading
Languages : en
Pages : 156
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Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 672
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Author: Janet Easton Antcliff Haque
Publisher:
ISBN:
Category : Reading (Secondary)
Languages : en
Pages : 434
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 784
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Author: Mitchell Memorial Library
Publisher:
ISBN:
Category :
Languages : en
Pages : 776
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Author: Mississippi State University
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 382
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