Facilitative reading instruction: Preservice teachers’ voices and perspectives
Abstract
The purpose of the study was to explore measurement of preservice teachers' reading beliefs, perceptions, and teaching styles, implementing The Teachers' Reading Aptitude "Voice" Scale (TRAVS). An educational problem exists of effectively linking beliefs, qualities, and actions that affect instructional decision-making, collaboration, resourcefulness, and experiences. The methods included data collection from six groups of students (N=153) in university methodology courses. The discriminate group responses indicated a reliability coefficient of .87. The reading content validity consisted of facilitative reading teacher attributes and constructed validity variables of teaching style categories (Experiential, Instructional, Relational, and Provisional). The results revealed students' self-ratings of High Experiential and Low Provisional teaching styles, thus, concluding that connecting beliefs to teaching styles provided instructional strengths for planning reading lessons.
Reference
Cheek Jr., E. H., Steward, F. A., Launey, B. L., & Borgia, L. G. (2004). Facilitative reading instruction: Preservice teachers' voices and perspectives. Reading Improvement, 41(2), 129-142.
Journal
Reading Improvement
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
153
Duration of Data Collection
Data Sources
Data Analysis Tools
- Statistics Packages for the Social Sciences (SPSS) programme
Researcher Positionality
Research Questions
How are the perceptions of preservice teachers' reading aptitude and teaching style strengths (experiential, instructional, relationship and provisional) rated by degree from low to high on the Likert Scale item responses of A and E indicating strong agreement, B and D indicating agreement, and C indicating indifference or lack of knowledge?
Is this research question explicit from the manuscript? Yes
How are the Likert scale scores (0-4) represented from item response C, which was scored with a 0 indicating lack of knowledge or indifference?
Is this research question explicit from the manuscript? Yes