NotesFAQContact Us
Search Tips
ERIC Number: ED341966
Record Type: Non-Journal
Publication Date: 1990
Pages: 42
Abstractor: N/A
Reference Count: N/A
Match or Mismatch: The Relationship between Teachers' Beliefs about Reading and Their Reading Instructional Practices.
Feng, Jianhua
This paper reviews recent research concerning the relationship between teachers' theoretical orientation about reading and their reading instructional practices. The paper first describes three major clusters of theoretical reading instructional approaches: phonics orientation, skills orientation, and whole language orientation. It then reviews research that indicates that theoretical orientation is the dominant factor in determining how teachers act during reading instruction, and research that indicates a more complex relationship regarding the connection between theory and practice in the teaching and learning of reading. The paper concludes that studies of theory-practice relationships in the teaching of reading have produced inconclusive findings: although some studies have found that teachers adhere to their theoretical model during reading instruction, other studies have found that teachers' theoretical orientations were reflected in practice, but only after being modified by higher priority concerns. Thirty-nine references are attached. (RS)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A