Abstract
Some studies have explored the nature and the genesis of reading teachers' instructional orientations, but few studies have considered a range of possible predictors of these theoretical orientations. The present study involved 225 primary teachers who provided information regarding 14 predictor variables and their orientations toward three instructional emphases: graphophonics, skills, and whole language. Two statistically significant prediction equations that involved independent dynamics were identified.
Original language | American English |
---|---|
Journal | Reading Psychology |
Volume | 8 |
DOIs | |
State | Published - Jan 1 1987 |
Externally published | Yes |
Disciplines
- Education