Stories about Reading in Schools and What they can tell Educators about Teaching Reading
Primary Investigator (PI) Name
Roberta Gardner
Department
BCOE - Elementary & Early Childhood Education
Abstract
Despite the growing emphasis on the Science of Reading in literacy instruction, teachers and educators must examine their own personal motivations and experiences as readers that shape their lives. Teachers' past reading experiences can both directly and indirectly affect a student's learning experience with that teacher, which can potentially damage or benefit an essential development in reading skills; this research aims to bridge the gap in the literature through finding out teachers’ personal and professional experiences can shape a teachers’ attitudes, motivations, and practice as both readers and future educators. Methods include an interview with participants and post surveys. Qualitative results of the study are to be analyzed through the process of thematic analysis using portraiture, (Lawrence-Lightfoot, 1997).
Disciplines
Early Childhood Education | Educational Psychology | Elementary Education
Stories about Reading in Schools and What they can tell Educators about Teaching Reading
Despite the growing emphasis on the Science of Reading in literacy instruction, teachers and educators must examine their own personal motivations and experiences as readers that shape their lives. Teachers' past reading experiences can both directly and indirectly affect a student's learning experience with that teacher, which can potentially damage or benefit an essential development in reading skills; this research aims to bridge the gap in the literature through finding out teachers’ personal and professional experiences can shape a teachers’ attitudes, motivations, and practice as both readers and future educators. Methods include an interview with participants and post surveys. Qualitative results of the study are to be analyzed through the process of thematic analysis using portraiture, (Lawrence-Lightfoot, 1997).