ERIC Number: ED109654
Record Type: RIE
Publication Date: 1975-Mar
Reference Count: 0
Toward Validating Reading Teacher Competencies.
Harste, Jerome C.; And Others
Teacher Education Forum, v3 n9 Entire Issue March 1975
Two studies are reported which represent an attempt at operationalizing the first step of a seven-step strategy for validating reading-teacher competencies. That step is to develop a procedure whereby the profession might identify the components of reading maturity at various levels. The paper discusses and explores the following three assumptions which underlie the first step and on which the viability of the model depends: (1) agreement among groups of reading educators is possible; (2) pupil outcomes can be identified which are acceptable to reading educators; (3) once identified, these outcomes can be ordered as to their saliency at various reading levels. In the first study, 13 reading professors at a midwestern university were polled. Twelve pupil outcomes were generally accepted and ranked with the broad areas of attitude and comprehension considered most important to reading maturity as pupils exit from elementary school. When primary and intermediate reading teachers were polled, they too accepted the 12 pupil outcomes, were able to rank these outcomes, and were in general agreement within their subgroup. However, elementary teachers ranked decoding skills as most important. (MKM)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. School of Education.