The influence of prior knowledge, university coursework, and field experience on primary preservice teachers’ use of reading comprehension strategies in a year-long, field-based teacher education program
Abstract
This descriptive study employed mixed methods to explore preservice teachers’ initial knowledge and subsequent use of explicitly taught reading comprehension strategies in primary grade classrooms during a year-long, field-based teacher preparation program. Self-Knowledge Rating Surveys, Strategy Multiple-Choice Tests, strategy logs, lesson plans, self-evaluations, mentor teacher/university liaison evaluations, and interviews with university liaisons comprised data sources. Research questions addressed what reading comprehension strategies primary preservice teachers self-reported they knew; what they demonstrated they actually knew via testing and implementation; and how the self-reports, test results, and implementation compared. Results indicated that neither knowledge nor prior exposure to research-based comprehension strategies transferred into teaching when strong external influences that did not support strategy use such as scripted programs, district policies, high stakes testing environments, and public school mentor teachers’ examples of teaching were present.
Reference
Sampson, M. B., Linek, W. M., Raine, I. L., & Szabo, S. (2013). The influence of prior knowledge, university coursework, and field experience on primary preservice teachers' use of reading comprehension strategies in a year-long, field-based teacher education program. Literacy Research and Instruction, 52, 281-311. doi: 10.1080/19388071.2013.808296
Journal
Literacy Research and Instruction
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
- Descriptive study
- mixed methods
Geographic Setting
Institutional Context
Certification Level
- early childhood to 4th grade (general ed)
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
18
Other Participant Data
Duration of Data Collection
Data Sources
- Evaluations (by mentor teacher/university liaison)
- lesson plans
- multiple-choice tests
- self-evaluations
- strategy logs
- Survey
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
Research Questions
What reading comprehension strategies do primary preservice teachers self-report they know?
Is this research question explicit from the manuscript? Yes
What reading comprehension strategies do primary preservice teachers actually know?
Is this research question explicit from the manuscript? Yes
How does primary preservice teachers' perceived knowledge of reading comprehension strategies compare with their actual knowledge?
Is this research question explicit from the manuscript? Yes
What explicitly taught reading comprehension strategies do preservice teachers implement during their two semesters of a year-long, field-based program?
Is this research question explicit from the manuscript? Yes