The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

The present study analyzes the relationship between teachers' beliefs about learning to read, teaching practices, and discourse. To carry out this study, we benefited from the collaboration of six teachers in kindergarten and the first levels of primary education. First, an attribution questionnaire was used to analyze beliefs about learning to read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read.

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