A STUDY OF THEORETICAL ORIENTATION TO READING AND ITS RELATIONSHIP TO TEACHER VERBAL FEEDBACK DURING READING INSTRUCTION

This study examines the relationship between teachers' theoretical orientations to reading and the verbal feedback they offer students during guided oral reading. The subjects for the study were 35 experienced second and third grade teachers. Theoretical orientation was formally assessed using...

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Veröffentlicht in:The Journal of classroom interaction 1982-12, Vol.18 (1), p.2-7
Hauptverfasser: Hoffman, James V., Kugle, Cherry L.
Format: Artikel
Sprache:eng
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Zusammenfassung:This study examines the relationship between teachers' theoretical orientations to reading and the verbal feedback they offer students during guided oral reading. The subjects for the study were 35 experienced second and third grade teachers. Theoretical orientation was formally assessed using both the Theoretical Orientation to Reading Profile (TORP) and the Propositions About Reading Instruction Inventory (PRI). Samples of teacher verbal feedback were taken from videotaped and audiotaped oral reading sessions recorded in actual classroom settings. Teacher feedback to student oral reading errors was analyzed using the Feedback to Oral Reading Miscue Analysis System (FORMAS). Follow-up interviews were conducted with a subsample of teachers to further explore relationships between orientations and behavior. Significant relationships were found between the TORP and certain subscales of the PRI. The only teacher feedback variable significantly associated with theoretical orientation was the tendency to wait to give feedback to miscues with high meaning change. The follow-up interviews revealed other distinct areas of relationship between orientations and behavior which were not evident in the TORP and PRI analyses. The major finding here is that beliefs and behaviors are situation specific. That is, teachers hold different beliefs for different groups largely as a function of student ability. Teachers tend to behave in terms of feedback in ways consistent with the situational context of instruction.
ISSN:0749-4025
2376-6670