Stories about Reading in Schools and What they can tell Educators about Teaching Reading
Disciplines
Early Childhood Education | Educational Methods | Elementary Education | Language and Literacy Education
Abstract (300 words maximum)
There is no doubt that reading is a fundamental skill in each person's life. Teachers play a pivotal role in the development of reading skills and relationships with reading. This project seeks to explore pre-service teachers’ relationships with reading throughout their lives, with hopes of initiating the conversations that will improve their reading lives, and in turn that of the children they teach. This research investigates the reading lives and experiences of pre-service teachers and how they affect their plans for approaching teaching reading in their future classrooms. To gather information, subjects will be interviewed with questions focusing on personal experiences and feelings. To organize data, the “Portraiture” methodology created by Sarah Lawrence Lightfoot (1997) will be used. This methodology focuses on each subject as a whole person, capturing their individuality as he or she answers interview questions. The results of this research will showcase the complex relationship between pre-service teachers' reading lives and experiences and their plans for teaching reading.
Academic department under which the project should be listed
BCOE - Elementary & Early Childhood Education
Primary Investigator (PI) Name
Dr. Roberta Gardner
Stories about Reading in Schools and What they can tell Educators about Teaching Reading
There is no doubt that reading is a fundamental skill in each person's life. Teachers play a pivotal role in the development of reading skills and relationships with reading. This project seeks to explore pre-service teachers’ relationships with reading throughout their lives, with hopes of initiating the conversations that will improve their reading lives, and in turn that of the children they teach. This research investigates the reading lives and experiences of pre-service teachers and how they affect their plans for approaching teaching reading in their future classrooms. To gather information, subjects will be interviewed with questions focusing on personal experiences and feelings. To organize data, the “Portraiture” methodology created by Sarah Lawrence Lightfoot (1997) will be used. This methodology focuses on each subject as a whole person, capturing their individuality as he or she answers interview questions. The results of this research will showcase the complex relationship between pre-service teachers' reading lives and experiences and their plans for teaching reading.