ERIC Number: ED258162
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Elementary Teachers' Beliefs about Reading and Knowledge of Reading Content: Relationships to Decisions about Reading Outcomes.
Rupley, William H.; Logan, John W.
To explore the relationships between teachers' knowledge of basic reading content, beliefs about reading, and decisions about the importance of specified reading learning outcomes, two existing instruments (Knowledge Test of Reading for Elementary Teachers and Propositions About Reading Instruction Inventory) and one researcher-developed instrument were administered to 100 elementary school teachers. Results showed that the best predictor of teachers' identification of important reading behavior outcomes was knowledge of reading content. Reading behavior outcomes differed significantly between primary and intermediate level teachers for recognition of sounds represented by vowels; intermediate teachers gave these higher ranking than did primary teachers. It was concluded that beliefs about reading do influence elementary teachers' decisions about the importance of reading outcomes typically taught in the elementary grades. Teachers who hold student centered reading beliefs are not likely to value instruction that focuses on decoding. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A