An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction

Clark, Sarah; Jones, Cindy D.; Reutzel, D. Ray; Andreasen, Lindi

doi:10.1080/19388071.2012.754520

Cited by 28 publications

(30 citation statements)

References 28 publications

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“…Literatures have contradictory findings about the attitudes of elementary students toward reading (Clark, 2013;Wade, 2012;Cook, 2012. ).…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…Educators point out that attitude towards reading is critical to determine student's success during the elementary school and first stage of school years (Stanfield, 2008;Miller& Mecca, 1999). This is so because it plays a significant role in influencing children's regularity of independent reading, their involvement in class reading activities, their choice of reading subjects, and accelerate their academic achievement (Logan & Johnston, 2009: Mullis et al, 2007Clark, 2013;Wade, 2012;Cook, 2012). Kuwait's educational system has undergone several major reforms in the recent decades.…”

Section: Introductionmentioning

confidence: 99%

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The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

AlAdwani¹,

Al-Fadley²

2017

ELT

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The current study is a quantitative research that examined the mean differences of the students' attitude towards reading, based upon several demographic variables (such as gender, grade level and social media devices usage)The researchers used the Students' Reading Attitude Survey (SRAS) as the dependent variable; the sample consisted of 812 young elementary students (from the 5th and 6th grade) randomly selected from public schools.The research findings revealed that Kuwaiti students possess favorable attitudes toward both leisure and academic reading. Girls showed more positive attitudes toward reading than boys did. Younger students from the 5 th grade showed more positive attitude toward reading than those of the 6 th grade. Nevertheless, the results indicated that having an account in Instagram, Snap chat, or YouTube, or possessing a smart device had a negative effect on attitudes towards reading.This study is expected to help curriculum designers, education policy makers, and English teachers to promote independent reading amongst school students and enable them to move beyond traditional books by encouraging them to form a community of life-long readers in the Arab world.

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“…Literatures have contradictory findings about the attitudes of elementary students toward reading (Clark, 2013;Wade, 2012;Cook, 2012. ).…”

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

AlAdwani¹,

Al-Fadley²

2017

ELT

View full text Add to dashboard Cite

show abstract

“…This longitudinal study examined the perspectives of beginning teachers as they transitioned into professional practice. The authors conclude that learning the theoretical background does not necessarily assist beginning reading teachers in applying theory in situated contexts (Clark, Jones, Reutzel, & Andreasen, 2013). Thus, Clark et al (2013) argue that teacher education programs provide a great deal of theory but insufficient application of theory in the situated contexts of teaching.…”

Section: Justification For the Research Problemmentioning

confidence: 99%

“…As shifts in reading standards have occurred, it has become apparent that an understanding of reading development is needed to teach reading effectively and that beginning teachers need to be prepared for reading instruction as they transition into professional practice (Bainbridge & Macy, 2008;Grisham, 2000;Grossman, Valencia, Evans, Thompson, Martin, & Place 2000;Clark, Jones, Reutzel, & Andreasen, 2013;Piasta, Connor, Fishman, & Morrison, 2009). Kent, Giles and Hibberts (2013) state that teaching reading is perhaps a teacher's most complex and challenging endeavor, and that it is nearly impossible for teacher education programs to prepare candidates with all prerequisite knowledge and extensively develop every skill needed to meet the literacy needs of all students.…”

Section: Research Problemmentioning

confidence: 99%

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Manage Transition to teaching : preparing beginning teachers for professional practice and reading instruction

Gaines¹

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Reading instruction in the elementary classroom calls for a deepened knowledge of content and knowledge of learners. When students enter into today's classrooms, they enter with differing levels of reading experiences, reading development, and knowledge of print. Although these differences exist amongst the students, the one commonality that must be recognized is that elementary schools and elementary teachers are the foundation for providing students with a comprehensive academic experience in reading. At the forefront of accomplishing this, is insuring that all teachers particularly beginning teachers are prepared for professional practice and the rigors of the adaptive nature of teaching reading. By examining beginning teachers' experiences teaching reading, new insights can be gained on the professional needs of novice educators.

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Promoting effective early grade reading: the case study of primary teachers’ preparation programmes in Kenya

Wawire

2020

The Curriculum Journal

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This study explores how the primary school teacher preparation curriculum prepares pre‐service teachers to teach reading in lower primary schools in Kenya. High‐quality reading teacher preparation is among the critical aspects that need to be addressed in order to curb the literacy challenges faced by early grade students living in low‐resource contexts. In this article, a case study of the Kenyan Primary Teacher Preparation programme is presented using data from the primary teacher education syllabus [PTES] and interviews of pre‐service and in‐service teachers from Western Kenya. Findings suggest that the pre‐service teaching programmes curriculum has limited content and pedagogical content knowledge (PCK) critical to equip teachers to teach emergent readers from multilingual contexts. The curriculum content needs to be revamped to include more core literacy components and early literacy PCK, practicum apprenticeship specific for the needs of early grade literacy instructors, and content on early literacy formative and summative assessment. Suggestions and recommendations are offered on how to restructure the Kenya primary teacher programmes to ensure high‐quality reading teachers’ preparation.

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An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction

Cited by 28 publications

References 28 publications

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

The Attitudes of Fifth and Sixth Graders in Kuwait Governmental Schools towards Recreational and Academic Reading in English

Manage Transition to teaching : preparing beginning teachers for professional practice and reading instruction

Promoting effective early grade reading: the case study of primary teachers’ preparation programmes in Kenya

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