Reading Teachers' Learning/Teaching Styles: Keys to Effective Supervision and Evaluation

Abstract

In general, authorities agree that 'the teacher is the most important influence in the elementary child's course of reading development' ( A u k 1982). Successful reading teachers have a sound understanding of the reading process and use a variety of appropriate instructional methods and materials when working with students. Moreover, these teachers share a deep knowledge of how children learn to read and they work hard to create programs that address individual needs.On the other hand, Wilson (1972) claimed:Perhaps the most common characteristic of a problem reader is that in the past he has experienced a year or more of work with a teacher who did not know how to meet his needs. One notices that problem readers seem to cluster in certain classrooms with certain teachers. The child with a skill deficiency has trouble with certain teachers. He is criticized, blamed for what he cannot do, and subjected to penalties that range from subtle to direct. In other words, the problem teacher creates problems for children whose learning development is not concomitant with that of other children. (p.3) This is not to say that students' reading problems are necessarily the result of teacher behaviour. And, what Wilson refers to as a problem teacher is