ERIC Number: ED214159
Record Type: RIE
Publication Date: 1982-Apr
Reference Count: 0
Teachers' Understanding of the Reading Process.
Tovey, Duane R.
A study investigated the degree to which elementary school reading teachers understood the reading process. Thirty teachers were asked to respond to four questions: (1) Have you ever thought about what you do when you read? (2) Have you ever thought about how meaning is represented in written language? (3) When you are reading, what do you do when you encounter unrecognized or unknown words? and (4) Do you look at every word when you read? If the teacher responded affirmatively to questions 1, 2, and 4, he or she was asked several follow-up questions. Results showed that 13 of the teachers had never thought about what they do when they read; of those who said they had, a majority referred to reading as a process-oriented activity. Half of the teachers indicated that they had never thought about how meaning is represented in written language. The preferred means of dealing with unknown words was the processing of whole text, and 24 teachers thought it was unnecessary to look up every word that they did not know. The findings suggest that the teachers had not given much thought to the processing of written language, but that they intuitively knew quite a bit about the reading process from their own reading experiences. (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 International Reading Association (27th, Chicago, IL, April 26-30, 1982).