Making Sense of Elementary Reading Classrooms

다국어 초록 (Multilingual Abstract)

The present study took closer look at what was going on in three elementary reading classrooms. The study also investigated how teachers thought in practice and what they knew about reading instruction in order to gain insights into how teachers can be better prepared for innovative reading practices. Data collection comprised of classroom observations and interviews for period of six month, and the data sources included field notes, videotaped lessons, interview transcripts, lesson plans, sample instructional materials, and pictures of classroom environments. The instructional practiced of three teachers were described and analyzed in the following categories: 1) general views of reading; 2) words in isolation and in context; 3) reading aloud; 4) teaching of phonics; and 5) use of storybooks. The teacher participants differed in their views of reading, and their beliefs about reading overall related to their practices. Their varied instructional practices had to do with the students' abilities and the professional development they had. They were also faced with some challenges as they tried to improve reading instruction on their own initiatives. The study concludes with some implications for in-service teacher education programs.