ERIC Number: ED169482
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Teacher Conceptions of Reading and the Impact on Instructional Behavior.
Bawden, Robert; Duffy, Gerald G.
Focusing on the way teachers conceptualize reading and on whether these conceptions influence instructional practice, a study was undertaken utilizing a propositional inventory and a naturalistic field study. The propositional inventory was used in two teacher surveys: the first included 602 teachers and sought to determine their conceptions of reading; the second included 257 teachers and attempted to establish relationships between their demographic data and their reading conceptions. Three major findings resulted: teachers do think in conceptual patterns, these patterns do not match the theoretical categories discussed in the reading literature, and teacher conceptions seem to be associated most strongly with years of experience. The field study involved 33 teachers and produced the following findings: teachers have more than one conception of reading, some teachers possess more complex conceptions than others, conceptions seem to vary in stability from teacher to teacher, a teacher's reading conception may be related to the grade level taught and to the ability level of the students, and teachers do modify and change their conceptions of reading and reading instruction over time. These findings indicate that teacher conceptions of reading are reflected in instructional practices. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC. Teaching and Learning Div.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.
Note: Paper presented at the Annual Meeting of the International Reading Association (24th, Atlanta, Georgia, April 23-27, 1979); Figure 1 removed due to poor reproducibility; Figures 2, 3, and 4 may not reproduce well due to small type