Seeing It Their Way

What Children's Definitions of Reading Tell Us About Improving Teacher Education

Datos Bibliográficos

ID4309736
AutoresElizabeth Bondy (University of Florida, autor de correspondencia)
Año1990
Volumen41
Número5
Páginas33-45
Fecha de publicación1990-11-01
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248719004100505
OpenAlexW2079558627
IdiomaEN
Citas recibidas1
Referencias citadas13

The purposes of this article are to describe the results of an investigation of first-grade students' definitions of reading and to suggest implications of the study for teacher educators. A 4-month long naturalistic study was conducted in one first-grade classroom. Analysis of observations, interviews, and documents revealed that students in the low- and high-reading groups constructed different understandings about the nature and purpose of reading. Students' definitions of reading were the result of interaction between their prior knowledge about reading and the reading experiences they had in the classroom. The study's implications for teacher educators are discussed

Linguistics · Mathematics education · Naturalism · Naturalistic observation · Pedagogy · Reading (process) · Teacher education · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy · Social Psychology