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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
FullText Text:
  Availability: 0
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  Data: Literacy Shifts: Teacher Beliefs about Reading Paradigms
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  Data: <searchLink fieldCode="SO" term="%22SRATE+Journal%22"><i>SRATE Journal</i></searchLink>. 2024 33(1).
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  Data: Southeastern Regional Association of Teacher Educators. Web site: http://www.srate.org/journal.html
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Teachers%22">Reading Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Development%22">Instructional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Textbook+Selection%22">Textbook Selection</searchLink>
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  Data: 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.
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      – Text: English
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      – SubjectFull: Graduate Students
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Inservice Teacher Education
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Reading Teachers
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Teaching Models
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      – SubjectFull: Instructional Development
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      – TitleFull: Literacy Shifts: Teacher Beliefs about Reading Paradigms
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