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
This research study aims to investigate how teachers’ literacy experiences connect to the value of identity in literacy development, including their exposure to diverse literature. Educational policies prioritize the Science of Reading, yet little attention is paid to teachers’ motivations and lived experiences related to reading. This study examines how teachers’ reading journeys might impact their approaches to reading instruction. Portraiture (Lightfoot, 1997) and lived experience techniques are used in this research to document the backgrounds and reading experiences of aspiring teachers to better understand their impact on literacy teaching.
Disciplines
Early Childhood Education | Elementary Education
Stories about Reading in Schools and What they can tell Educators about Teaching Reading
This research study aims to investigate how teachers’ literacy experiences connect to the value of identity in literacy development, including their exposure to diverse literature. Educational policies prioritize the Science of Reading, yet little attention is paid to teachers’ motivations and lived experiences related to reading. This study examines how teachers’ reading journeys might impact their approaches to reading instruction. Portraiture (Lightfoot, 1997) and lived experience techniques are used in this research to document the backgrounds and reading experiences of aspiring teachers to better understand their impact on literacy teaching.