TITLE

Emerging Theoretical Models of Reading through Authentic Assessments among Preservice Teachers: Two Case Studies

AUTHOR(S)
Oboler, Eileen S.; Gupta, Abha
PUB. DATE
April 2010
SOURCE
Reading Matrix: An International Online Journal;Apr2010, Vol. 10 Issue 1, p79
SOURCE TYPE
Academic Journal
DOC. TYPE
Case Study
ABSTRACT
This two-part study examines the emerging understanding of the reading process among preservice teachers (PTs), enrolled in a teacher preparation course on diagnostic reading. The study focuses on the use of reading assessment tools to understand the process of reading, while using reading inventories for diagnostic as well as pedagogical purposes' PTs' self-reflections support a developing insight into the reading process. Through the process of inquiry and self-reflections, PTs discovered critical issues related to literacy, namely, metacognition, prior knowledge, cultural factors, instructional implications, and content area reading. These findings have implications for the teaching of reading as inquiry-based instruction, enabling teacher candidates to build their understanding of the reading process through an emerging personal model.
ACCESSION #
51642671

 

Related Articles

  • "School" reading and multiple texts: Examining the metacognitive development of secondary-level preservice teachers. Lesley, Mellinee; Watson, Patricia; Elliot, Susan // Journal of Adolescent & Adult Literacy;Oct2007, Vol. 51 Issue 2, p150 

    The article reports on the authors' study of secondary-level preservice teachers' attitudes toward content-area reading and literacy. They studied the metacognitive reading processes used by a group of U.S. preservice teachers during a six-week thematic study of the Dust Bowl and the Great...

  • Reading strategies teachers say they use. Barry, Arlene L. // Journal of Adolescent & Adult Literacy;Oct2002, Vol. 46 Issue 2, p132 

    Presents information on a study which determined the literacy strategies employed by content area reading teachers. Reasons for using the strategies; Areas with primary teaching responsibilities; Barriers to the implementation of strategies.

  • Literacy 2000. Misulis, Katherine // Contemporary Education;2000, Vol. 71 Issue 3, p17 

    Facilitates reflection upon one's perceptions regarding content area reading instruction and its potential for application in the classroom. Key points of content area reading instructions; Strategies for integrating learning; Selection of strategies that would help students learn.

  • Looking for critical literacy with postbaccalaureate content area literacy students. Lesley, Mellinee // Journal of Adolescent & Adult Literacy;Dec2004/Jan2005, Vol. 48 Issue 4, p320 

    Discusses the implementation of critical literacy in a content area literacy class. Definition of critical literacy; Factors that contribute to the resistance of students to the development of critical learning pedagogy; Background on several questions that can be used in critical literacy.

  • Teaching PSTS to Take a Disciplinary Approach to Teaching Writing. Pytash, Kristine // Journal of Content Area Reading;2011-2012, Vol. 9 Issue 1, p105 

    Much of the work in disciplinary literacy has emphasized reading, while writing has received much less attention. This article summarizes the findings of a qualitative study of 18 preservice teachers as they experienced a unit of study during a Reading in the Content Areas course. Results found...

  • Preparing Preservice Teachers to Embrace Content Area Literacy. Sprague, Marsha M. // Reading in Virginia;2014, Vol. 36, p1 

    More and more, the focus of improving teacher preparation is on crafting field experiences that better shape the practice of beginning teachers. This article describes a field experience in which all secondary candidates in a graduate teacher preparation program are paired with struggling...

  • CTE Teachers as Contents Area Reading Teachers. O'Connor, Patrick // Techniques: Connecting Education & Careers;Feb2010, Vol. 85 Issue 2, p34 

    The article discusses the importance for teachers to implement content area literacy instruction through Career for Technical Education (CTE) subjects for adult literacy in the U.S. It notes that these reading instructions are essential since they are considered a foundation for the...

  • Reading across the curriculum. Manning, Maryann // Teaching Pre K-8;Feb99, Vol. 29 Issue 5, p83 

    Suggests strategies for content area reading. Significance of content area time in reading skills; Procedure of cloze method; Benefits of reading non-fiction trade books.

  • Content Area Reading Strategy Knowledge Transfer From Preservice to First-Year Teaching. Alger, Christianna // Journal of Adolescent & Adult Literacy;Sep2009, Vol. 53 Issue 1, p60 

    This article reports on assignments in content-area reading from first-year teachers. Content-area reading strategies are transferred by teachers to their student teachers, who ideally use them in their first year of teaching. The article discusses research on four preservice teachers and how...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics