Teachers' Beliefs about Good Reading Instruction

Janet Richards; Joan G. Pipe; Bruce Thompson

doi:10.1080/0270271870080102

Teachers' Beliefs about Good Reading Instruction

Janet Richards, Joan G. Pipe, Bruce Thompson

Research output: Contribution to journal › Article › peer-review

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	https://doi.org/10.1080/0270271870080102
State	Published - Jan 1 1987
Externally published	Yes

Disciplines

Education

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10.1080/0270271870080102License: CC BY

https://doi.org/10.1080/0270271870080102

Cite this

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title = "Teachers' Beliefs about Good Reading Instruction",

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.",

author = "Janet Richards and Pipe, \{Joan G.\} and Bruce Thompson",

year = "1987",

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day = "1",

doi = "10.1080/0270271870080102",

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T1 - Teachers' Beliefs about Good Reading Instruction

AU - Richards, Janet

AU - Pipe, Joan G.

AU - Thompson, Bruce

PY - 1987/1/1

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N2 - 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.

AB - 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.

UR - https://digitalcommons.usf.edu/tal_facpub/626

UR - https://doi.org/10.1080/0270271870080102

U2 - 10.1080/0270271870080102

DO - 10.1080/0270271870080102

M3 - Article

VL - 8

JO - Reading Psychology

JF - Reading Psychology

ER -

Teachers' Beliefs about Good Reading Instruction

Abstract

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