Preschool Teachers’ Constructions of Early Reading

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Description

Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is taught and by which reading success is measured. Although this discourse directly influences the work of preschool teachers, little is known about what preschool teachers think about early reading and how they develop these understandings or constructions. Research concerning preschool teachers’ constructions is useful because of the potential influence on teachers' decisions and classroom behaviors. The purpose of this study is to better understand preschool teachers’ constructions concerning early reading and the process of learning ... continued below

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vii, 145 pages

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Walker, Karen Elledge May 2014.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 136 times . More information about this dissertation can be viewed below.

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  • Walker, Karen Elledge

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Description

Much of the current discourse surrounding the practice of early reading has emerged from policies that dictate the definition and means by which reading is taught and by which reading success is measured. Although this discourse directly influences the work of preschool teachers, little is known about what preschool teachers think about early reading and how they develop these understandings or constructions. Research concerning preschool teachers’ constructions is useful because of the potential influence on teachers' decisions and classroom behaviors. The purpose of this study is to better understand preschool teachers’ constructions concerning early reading and the process of learning to read. Six preschool teachers, with a variety of personal, educational, and professional experiences, from four diverse early childhood programs in the North Texas area were interviewed over a nine-month period during which each participant was interviewed for approximately three hours. Through systematic, inductive analysis, three themes were identified under an overarching theme of the interdependent and relational nature of early reading influences: out-of-school interactions, in-school interactions, and interactions with text. Without exception, these teachers referred to their life experiences as influencing their approach to teaching in general and to teaching reading in particular. The goals these preschool teachers had for their students and their instructional decisions were indications of their unique and evolving constructions of early reading and are absolutely grounded in their practice – in their life experiences and in their daily interactions with children. This study suggests that stakeholders should remember that these practical experiences are a primary influence on how preschool teachers think about early reading and the process of learning to read.

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vii, 145 pages

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UNT Theses and Dissertations

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  • May 2014

Added to The UNT Digital Library

  • March 8, 2015, 5:44 p.m.

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  • Nov. 16, 2016, 1:14 p.m.

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Walker, Karen Elledge. Preschool Teachers’ Constructions of Early Reading, dissertation, May 2014; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc500020/: accessed September 21, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .