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ERIC Number: EJ1079655
Record Type: Journal
Publication Date: 2015-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0311-6999
Understanding Teacher Aides' Definitions of Reading: Implications for Classroom Practice
Harris, Lois Ruth; Davidson, Christina Ruth; Aprile, Kerry Therese
Australian Educational Researcher, v42 n5 p627-644 Nov 2015
While teacher aides often provide individual and group reading instruction for at-risk readers, research suggests these interventions may not always bring about reading gains. This Australian study investigated upper primary school teacher aides' definitions of reading, drawing on semi-structured interview responses and written definitions examined via categorical analysis. The analysis identified six categories classifying participant understandings: Translating, Making sense, Contextualising meaning, Generating an affective response, Using texts for practical purposes, and Growing as a person, with Making sense the most prevalent actual definition. Definitions did not include critical understandings of reading or digital reading practices. The study identifies that teacher aides require better conceptual understandings of reading, especially within upper primary or secondary contexts. However, if teacher aides are expected to obtain further educational credentials or professional learning, careful consideration is also needed about how these increased expectations should impact teacher aide status, working conditions, and remuneration in schools.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia