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ERIC Number: EJ908512
Record Type: Journal
Publication Date: 2010-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1533-242X
Emerging Theoretical Models of Reading through Authentic Assessments among Preservice Teachers: Two Case Studies
Oboler, Eileen S.; Gupta, Abha
Reading Matrix: An International Online Journal, v10 n1 p79-95 Apr 2010
This two-part study examines the emerging understanding of the reading process among preservice teachers (PTs), enrolled in a teacher preparation course on diagnostic reading. The study focuses on the use of reading assessment tools to understand the process of reading, while using reading inventories for diagnostic as well as pedagogical purposes. PTs' self-reflections support a developing insight into the reading process. Through the process of inquiry and self-reflections, PTs discovered critical issues related to literacy, namely, metacognition, prior knowledge, cultural factors, instructional implications, and content area reading. These findings have implications for the teaching of reading as inquiry-based instruction, enabling teacher candidates to build their understanding of the reading process through an emerging personal model. (Contains 1 figure.)
Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A