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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ546699
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0671
Relationship between Teacher Theoretical Orientation to Reading and Endorsement of Developmentally Appropriate Practice.
Ketner, Carla S.; And Others
Journal of Educational Research, v90 n4 p212-20 Mar-Apr 1997
Primary teachers completed the Theoretical Orientation to Reading Profile and Primary Teacher Questionnaire to determine their endorsement of developmentally appropriate practice. Results indicated a substantial congruence between the constructs underlying the notion of developmentally appropriate practice and those that are fundamental to a whole language theoretical orientation to reading instruction. (SM)
Descriptors: Beginning Reading, Child Development, Developmental Stages, Developmentally Appropriate Practices, Elementary Education, Elementary School Teachers, Phonics, Reading Instruction, Teacher Attitudes, Teaching Methods, Whole Language Approach
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Primary Teacher Questionnaire; Theoretical Orientation to Reading Profile