Literacy Shifts: Teacher Beliefs about Reading Paradigms
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| Title: | Literacy Shifts: Teacher Beliefs about Reading Paradigms |
|---|---|
| Language: | English |
| Authors: | Meghan D. Liebfreund, Melissa J. Wrenn, Sarah Vach, Amanda Monroe |
| Source: | SRATE Journal. 2024 33(1). |
| Availability: | Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Graduate Students, Preservice Teachers, Preservice Teacher Education, Inservice Teacher Education, Reading Instruction, Reading Teachers, Teacher Attitudes, Student Attitudes, Teaching Models, Instructional Development, Professional Development, Textbook Selection |
| ISSN: | 1068-1752 1068-1752 |
| Abstract: | The study examined how, in the current context of reading reform, teachers' beliefs coalesced and aligned with prevailing paradigms of reading instruction (Science of Reading, Balanced Literacy, and Whole Language). The sample included 14 graduate students (in-service teachers) and 13 undergraduate students (pre-service teachers). Q Methodology factor analysis revealed three distinct factor families, or groups of participants, that each shared a distinguishable perspective on reading instruction. These factors families primarily clustered around their beliefs about phonics instruction and texts used for instruction. Implications for professional development with teachers in response to teacher beliefs and Science of Reading policies are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452081 |
| Database: | ERIC |
| Abstract: | The study examined how, in the current context of reading reform, teachers' beliefs coalesced and aligned with prevailing paradigms of reading instruction (Science of Reading, Balanced Literacy, and Whole Language). The sample included 14 graduate students (in-service teachers) and 13 undergraduate students (pre-service teachers). Q Methodology factor analysis revealed three distinct factor families, or groups of participants, that each shared a distinguishable perspective on reading instruction. These factors families primarily clustered around their beliefs about phonics instruction and texts used for instruction. Implications for professional development with teachers in response to teacher beliefs and Science of Reading policies are discussed. |
|---|---|
| ISSN: | 1068-1752 1068-1752 |
