An Investigation of Reading Instruction, Effective Teaching Patterns, and Perceptions of Fourth-Grade Teachers and Their Pupils
Warner, Elise Caiby
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https://hdl.handle.net/2142/69043
Description
Title
An Investigation of Reading Instruction, Effective Teaching Patterns, and Perceptions of Fourth-Grade Teachers and Their Pupils
Author(s)
Warner, Elise Caiby
Issue Date
1986
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Reading
Abstract
This study examined the differences in reading instructional behavior for a random sample of 12 fourth-grade teachers and its effects on the pupils' perceptions of the teaching-learning process, recreational reading habits, and attitudes toward reading.
The teachers were divided into three groups--"excellent," "good," and "average"--based on the rating of their respective administrators. An observation instrument, which was modified from the Anderson, Evertson, and Brophy model (1979), was used to record reading instructional behavior for each of the 12 teachers who were observed by the investigator and an assistant five times during one semester. Pupils of the 12 teachers were pre- and posttested with the reading subtest of the Wide Range Achievement Test, and were also administered a 26-item questionnaire which provided information relative to the pupils' recreational reading habits, perceptions of the teaching-learning situation, and attitudes toward reading. Teachers were also interviewed concerning the strategies they utilized to teach reading, their inservice needs, and their pupils' progress in reading.
Although the pupils of "good" teachers outperformed the pupils of "excellent" and "average" teachers on a few variables, the following findings were reported: (1) There was no significant difference in the instructional behaviors of the three groups of teachers. (2) There was no significant difference among teachers based on ratings of principals and the performance of pupils on reading achievement tests. (3) There was no significant difference in the degree of teachers' adherence to the instructional model and their pupils' gains in reading achievement. (4) There was no significant difference among teachers for instructional time spent on reading. (5) There was no significant difference in teachers relative to pupils' perceptions of the teaching-learning process, reading habits at school and at home, and boys' and girls' attitudes toward reading.
The principals' classifications of teachers is suspect, and teachers' observed behaviors are not highly correlated to their pupils' reading achievement gains.
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