A Tension between Theory and Practice: Shared Reading Program

Autor/in	Ong, Justina
Titel	A Tension between Theory and Practice: Shared Reading Program
Quelle	In: Reading Matrix: An International Online Journal, 14 (2014) 2, S.20-33 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Theory Practice Relationship; Reading Programs; Phonological Awareness; Teacher Attitudes; Decoding (Reading); Reading Ability; Reading Comprehension; Reading Instruction; Semi Structured Interviews; Teacher Surveys; Text Structure; Conflict; Elementary School Teachers; Emergent Literacy; Readability; Knowledge Base for Teaching; Behavioral Objectives; Foreign Countries; Teaching Methods; Educational Practices; Singapore + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Lehrerverhalten; Dekodierung; Reading competence; Lesekompetenz; Leseverstehen; Leseunterricht; Textstruktur; Konflikt; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Frühleseunterricht; Lesbarkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Singapur
Abstract	This study had two main aims: first, to offer a descriptive account of shared reading program using an evaluative lens and second, to examine whether teachers' perceptions of the importance of phonological awareness, word decoding, and text comprehension in helping young learners develop their reading abilities were indeed emphasized during instruction in the program. Following a semi-structured interview with four teachers, a survey was conducted on twenty primary school teachers. Results from three sampled paired t-tests show that although the teachers placed high importance on phonological awareness, word decoding, and text comprehension, their instruction of shared reading did not place an equivalent emphasis on the three aforementioned variables. This tension between theory and practice of teaching reading was attributed to a lack of synchronization of information between publishers of storybooks and classroom teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10