ERIC Number: ED329937
Record Type: RIE
Publication Date: 1990-Nov-28
Reference Count: 0
Teacher Perceptions and Practices for Using Children's Literature in Elementary Reading Instruction.
Lehman, Barbara A.; And Others
This study investigated three questions regarding: (1) teachers' views about the role of children's literature in the reading program; (2) how teachers implement literature-based reading programs in their classrooms; and (3) the congruence between teacher perceptions and teacher practice regarding literature-based reading instruction. Subjects, 192 teachers, completed two-part questionnaires designed to assess teacher perceptions of and identify classroom practices in literature-based reading instruction. Results indicated that the teachers who participated in the study agreed widely on certain beliefs and practices: that teachers should develop their own literature programs; that children's literature should be the major component of elementary reading programs; that children should be taught to think critically about books; and that these children should independently read books of their own choosing every day. Second, teachers disagreed considerably on other practices and beliefs, including the importance of reading many books versus studying one books in-depth; the importance of recommended grade level reading lists; how children should be grouped for instruction; and how to assess children's learning in literature-based reading. Results indicated a congruence between teacher perceptions and teacher practice regarding literature-based reading instruction. Results also indicated that certain other variables were related to teachers' beliefs and practices, including teaching location and teacher experience. (Twenty-three references are attached.) (MG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Teacher Surveys
Note: Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1990).