What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method?
| Autor: | Isabel O'Shanahan, Juan E. Jiménez, Cristina Rodríguez, Natalia Suárez |
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| Rok vydání: | 2014 |
| Předmět: |
implicit theories
Teacher’s beliefs learning theories Letra program reading instruction Repetition (rhetorical device) Teaching method media_common.quotation_subject Clinical Psychology Reading (process) Mathematics education Learning theory Learning to read ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology Syllabic verse Sociocultural evolution Psychology Applied Psychology media_common |
| Zdroj: | European Journal of Investigation in Health, Psychology and Education; Volume 4; Issue 1; Pages: 55-65 European Journal of Investigation in Health, Psychology and Education Volume 4 Issue 1 Pages-65 |
| ISSN: | 2254-9625 |
| Popis: | The aim of this study was to analyze the teacher´s theories about learning to read and reading instruction that claim to use in the classroom. To do this, we selected a total sample of 522 kindergarden and primary teachers in service who completed an attributional questionnaire across the tutorial program LETRA (www.programaletra.ull.es). The results showed that teachers attributed theories of learning to read with a sociocultural orientation lean more towards a mixed method, teachers who share a behavior approach consider that the repetition in your workouts and instruction is important to teach reading, are more inclined to use a syllabic method and mixed. Moreover, the results indicate that teachers who hold constructivist theory they select whole-language and mixed approaches for teaching reading to their students. |
| Databáze: | OpenAIRE |
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