Teachers" needs and concerns regarding reading instruction
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Teachers" needs and concerns regarding reading instruction findings, strategies, and applications

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Published by University Press of America in Lanham, MD .
Written in English



  • United States.,
  • United States


  • Reading (Elementary) -- United States.,
  • Reading teachers -- United States -- Attitudes.

Book details:

Edition Notes

Includes bibliographies and indexes.

Statementedited by Roger J. De Santi.
ContributionsDe Santi, Roger J.
LC ClassificationsLB1573 .T35 1983
The Physical Object
Paginationix, 156 p. ;
Number of Pages156
ID Numbers
Open LibraryOL3168159M
ISBN 100819133655, 0819133663
LC Control Number83010219

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I conducted the survey as I’m interested in global educational issues and concerns faced by teachers. I used the survey results for my own personal research and also as a way to help me determine what your concerns and needs are so that I can tailor my blog posts to hopefully help.   Reading is the single most important educational skill your students will learn. Understanding the organization and meaning of text and instruction in both phonics and literature is essential to helping young children read. By understanding the prerequisite skills for reading, teachers can build a solid foundation for their students to learn and succeed in school. Bridge article to IRA children’s right #7—“children have a right to reading instruction that involves parents and communities in their academic lives.” P. A. (). Responses of teachers and African-American mothers to a book reading intervention program. In D. Dickinson (Ed Teachers' needs and concerns regarding reading. A review of the literature on English as a second language (ESL) issues / prepared by John Archibald [et al.] ISBN –0–––8 1. English language – Study and teaching – Foreign speakers – Bibliography. 2. English language – Study and teaching as a second language – Bibliography. I. Archibald, John. II. University of.

Chapter 1 Effective Reading Instruction: The Teacher Makes the Difference through college engage in all sorts of additional learning activities, but clearly reading is the primary instrument. Thus, the teaching of reading is something we must get right if our students are . GUIDE TO TEACHING READING AT THE PRIMARY SCHOOL LEVEL 9 Teachers are the those directly responsible for creating and applying various tech-niques and strategies that lead to reading comprehension. ey should, therefore, be aware of the factors and stages of development that [email protected] a child’s ability to read. The question of why we assess reading is answered in different ways because reading instruction and reading assessment are influenced by the larger society in which students, teachers, administrators, and schools work. Consider that diverse theories and bodies of research inform the successful teaching and learning of reading. New teachers may engage in substantive dialogue by exchanging e-mails with teachers several states away or by reading and responding to professional journals. Schools need to support such efforts and recognize that the teacher's attendance at a conference or investment in a membership is an essential part of professional development.

Teaching reading well is far more complicated than it might seem to a casual g is a skill that can be developed by some learners regardless of the quality of instruction they receive, and an able and well-prepared child can make the experience of learning to read look fairly effortless. Almost two decades ago, the National Reading Panel reviewed more than , studies and arrived at recommendations for how students should receive daily, explicit, systematic phonics instruction. Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation curricula, candidate competency standards, and. Teachers address these various needs by providing differentiated instruction, using the results of diagnostic assessments to help them identify students' strengths and needs, forming small groups of students with similar needs, and then planning instruction to target those needs. Typically, this means that teachers implement reading instruction.