Preservice teachers’ developing perspectives on assessment and remediation of struggling readers.
Abstract
This qualitative study looks at the learning of preservice teachers as
they develop competencies to assess reading and design instruction
for students who experience difficulty in learning to read. The findings provide insights into how the processes of a case study-portfolio supported preservice teacher's evolving understanding about assessment of reading as looking at students' abilities and needs. As preservice teachers generate plans for remediation and action they move beyond the actions and ideas presented to them and construct knowledge about teaching reading in ways that enhances their vision of their role as teachers.
Reference
Mayor, S. (2005). Preservice Teachers' Developing Perspectives On Assessment And Remediation Of Struggling Readers. Reading Improvement, 42(3), 164-178.
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
51
Other Participant Data
Duration of Data Collection
Data Sources
- belief statements
- Case Study-Personal Portfolio
- Classroom Discussion
- course materials
- written reflections/class papers
Data Analysis Tools
- coding Atlas.ti
- Constant comparative analysis
- Document analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
"how to better prepare preservice teachers to meet the needs of readers who experience difficulty in learning to read." (p. 164)
Is this research question explicit from the manuscript? Yes