The Effect of an Introductory Reading Course on Pre-Service Teachers' Theoretical Orientation to the Teaching of Reading [electronic resource] / Marie C. Roos and Others.
A study tested the usefulness of the Theoretical Orientation to Reading Profile (TORP) in terms of its accuracy in measuring preservice teachers' change in theoretical orientation to reading as a result of having taken a reading methods course. Subjects, 27 upper division elementary education m...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1993.
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| Summary: | A study tested the usefulness of the Theoretical Orientation to Reading Profile (TORP) in terms of its accuracy in measuring preservice teachers' change in theoretical orientation to reading as a result of having taken a reading methods course. Subjects, 27 upper division elementary education majors (the experimental group) and 15 upper division students enrolled in an elementary level curriculum course (the control group) took the TORP as pre- and posttests. The reading methods course taken by the experimental group was literature-based and whole language in orientation. Results indicated an increase in the posttest scores in the direction of a skills/whole language orientation, suggesting a movement away from a subskills or phonics perspective on the continuum to either a skills or whole language theoretical orientation. Findings suggest that the reading methods course influenced students' pre-test beliefs about reading instruction as measured by the TORP. (Three tables of data are included; 21 references and the TORP are attached.) (RS) |
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| Item Description: | ERIC Document Number: ED356470. ERIC Note: Paper presented at the Annual Meeting of the International Reading Association (38th, San Antonio, TX, April 26-30, 1993). |
| Physical Description: | 20 p. |