ERIC Number: ED182715
Record Type: RIE
Publication Date: 1979
The Development of Theoretical Orientation to Reading Among Preservice Teachers.
Stansell, John C.; Robeck, Carol P.
A study was undertaken to address the question of how an undergraduate reading specialization program for preservice teachers affected the theoretical orientation of students enrolled in it. The program in question required students to complete seven courses. For purposes of the study, the coursework was divided into three components: an introductory section of four courses concerning reading instruction in the elementary school, a field based practicum course, and a choice of two of the following: a secondary school reading course, a course on the use of children's literature in reading instruction, and a course on the nature and development of oral and written language. Some 300 students completed the Theoretical Orientation to Reading Profile (TORP) at various times during the program. The TORP consists of 28 propositions about reading instruction--ten reflecting a phonics orientation, ten a skills orientation, and eight a whole language orientation. Tentative results showed the following: introductory courses tended to move students from a phonics to a skills orientation; language and reading courses tended to move students toward a whole language orientation; and the orientation of students completing the program tended to remain within the range for a skills orientation unless they had the language and reading course in which case their orientation shifted toward a whole language approach. (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Reading Conference (29th, San Antonio, TX, November 29-December 1, 1979)