How do novice and experienced first -grade teachers evaluate reading progress in their students?
Item
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Title
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How do novice and experienced first -grade teachers evaluate reading progress in their students?
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Identifier
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AAI3127890
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identifier
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3127890
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Creator
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Langenthal, Alba B.
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Contributor
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Adviser: Linnea C. Ehri
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Date
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2004
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Educational Psychology | Education, Teacher Training | Education, Elementary
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Abstract
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The purpose of this study was to investigate the impact of experience and coursework on first-grade teachers' knowledge of beginning word reading acquisition and the relationship between this knowledge and assessment practices. Experience and training in reading instruction and linguistics courses focusing on language structure were examined with respect to practice-based working knowledge, assessment practices, content knowledge, theoretical orientation to reading, and teaching efficacy. Ten experienced and ten novice first-grade teachers were interviewed. Practice-based working knowledge was measured in a think-aloud procedure in which teachers discussed their pupils' reading skills. Teachers then responded to questions on their assessment practices, which were assigned blind ratings. Content knowledge of commonly used reading terms, phonics rules, and language structure was measured, and teachers responded to the TORP and Teaching Efficacy scales.;Comparisons of experienced and novice teachers showed no significant group differences except in the think-aloud in which experienced teachers made more references than novices to non-academic factors influencing reading progress. Courses in reading and linguistics were significantly correlated with working knowledge, content knowledge of reading terms, and assessment practices. Working and content knowledge were also related to assessments. Theoretical orientation and teaching efficacy were not related to knowledge and assessment practices.;Teachers who reported having taken a greater number of courses had higher content knowledge and higher assessment ratings. These teachers used both formal and frequent informal assessments, were flexible in their practices, and made strong and logical connections between what the assessments revealed and their instruction. They actively used assessments in an ongoing improvement of their lessons to work on the most relevant problems, and adjusted their instruction to children's needs.;In sum, experience can enhance instruction by enabling teachers to view a broad range of factors affecting their pupils' development. The findings support the conclusion that coursework in beginning reading acquisition and word structure enhances teachers' knowledge and use of assessments in the classroom. While results need replication with a larger sample, they support the argument that amount and quality of training in teaching beginning reading are key factors affecting teachers' knowledge, performance, and effectiveness in teaching beginners.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
