ERIC Number: ED361684
Record Type: RIE
Publication Date: 1993-Mar
A Taxonomy for Assisting Teacher Reflection and Growth in Reading Instruction.
Schumaker, Karen A.
A taxonomy of teacher responses to pupils' connected reading was developed to characterize the instructional decisions and development of teacher interactions with individual readers. In developing this instrument, content analysis procedures were used to investigate actual teacher responses to readers. The X axis (reading categories) of the taxonomy displays important areas of reading skill. These skills were chosen because they are frequently considered by teachers when responding to readers. The Y axis (levels of instructional reading skill) identifies distinct states that represent progression in instructional growth exhibited by teachers. These levels characterize a teacher's development in responding to the reading needs of his/her pupils. The taxonomy was used to investigate growth in preservice teacher responses to readers during a student teaching semester. Four-way dialogue journal communication (between student teacher, program director, cooperating teacher, and university supervisor) of 15 student teachers was analyzed to determine instructional reading growth. Results of the study supported growth and also noted similarity and differences in student teacher responses to pupil connected reading. In addition to its use as a research tool, the instrument provides a framework for communication and dialogue among preservice teachers, teachers, teacher educators, and supervisors for the purpose of encouraging growth and reflection in teacher responses to the connected reading of students. Additionally, the taxonomy permits analysis of differences in levels of growth among categories for individual teachers. (Three tables of data are included; 20 references and the taxonomy are attached.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Midwest Reading and Study Skills Conference (6th, Kansas City, MO, March 1-2, 1993).