Teacher Beliefs About Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire

Quirk, Matthew; Unrau, Norman J.; Ragusa, Gisele; Rueda, Robert; Lim, Hyo Jin; Velasco, Alejandra Sánchez; Fujii, Kunihiko; Bowers, Erica; Nemerouf, Ann; Loera, Gustavo

doi:10.1080/02702710902754051

Cited by 12 publications

(6 citation statements)

References 27 publications

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“…The findings from this study support much of the research literature in this area. These teachers" beliefs do appear to have influenced their teaching practice and their literacy teaching specifically (Lamonte & Engels, 2010;Maloch et al, 2003;Quirk et al, 2010;Snider & Roehl, 2007;Wilson, 2012). Moreover, their personal habits, abilities and experiences played a key role in their choice of teachers to emulate in their own literacy teaching (Benevides & Stagg Peterson, 2010;Johnson, 2008;Nathanson, Pruslow, & Levitt, 2008;Sunstein & Potts, 1998).…”

Section: Discussionmentioning

confidence: 99%

The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching

McGlynn-Stewart

2014

L & L

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This qualitative research study examined how the professional practice of six beginning elementary teachers was influenced by their own childhood literacy teachers. Results illustrate that the participants' early literacy experiences varied greatly as did the ways in which those experiences intersected with their teaching practice. The participants all reported modeling their teaching after one or two specific teachers from their own childhoods. Using these role models as guides, the participants focused on teaching students whose needs were similar to their own needs as students. Implications for preservice and inservice teacher education are discussed.

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Section: Discussionmentioning

confidence: 99%

The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching

McGlynn-Stewart

2014

L & L

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“…Practitioners have long recognized the importance of motivation (e.g., O'Flahavan et al, ; Quirk et al, ), and our chief goal was to provide teachers with an instrument that would give them more information about their students' reading attitudes. We have suggested that adding this survey to a classroom repertoire leads to a more comprehensive assessment of students and to instructional planning that is more likely to foster positive attitudes.…”

Section: Implications For Teachers Teacher Researchers and Researchersmentioning

confidence: 99%

Measuring Adolescents' Attitudes Toward Reading: A Classroom Survey

Conradi¹,

Jang²,

Bryant³

et al. 2013

J Adolescent & Adult Lit

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“…But, the factors related to this have not been explored well. Earlier researches focussed on teachers' perception on the difficulties faced by the learners in their reading classes (Quirk et al, 2010;Unrau et al, 2015) and researches related to students' motivation have mostly been empirical studies wherein students have marked their preferences on Likert-type surveys (Coddington & Guthrie, 2009;Wigfield et al, 2008). However more recent studies have witnessed a change in approach wherein teachers' perception and belief have been assessed related to motivational factors.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

Alenizi

2019

SSRN Journal

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This study assesses pre-university teachers' perception about reading comprehension in English as a foreign language (EFL) in Saudi context. It also identifies the difficulties faced by the students in their reading comprehension classes to have a holistic view of learning process. The main aim of the study is to explore the issues related to teaching reading, both from teachers as well as learners' perspectives, so that the best teaching strategies can be adopted to achieve the desired outcomes. It assesses the ongoing prevalent scenario of learning to read in English as foreign language and observes that the learners' difficulties are not addressed properly because the teachers/instructors are not trained well or pay less attention to reading skill. A descriptive approach has been used on a sample of instructors from various non-native English-speaking nationalities (n=60) and Saudi learners (n=146). Responses revealed that teachers' poor awareness of teaching strategies cause poor learning outcomes. Their responses also reveals that their strategies do not take into account learners' difficulties which somewhere cause learners' helplessness in getting desired outcome. The results of the study elaborate how the culture and contextual knowledge play significant roles. These are the bases of teaching reading skills along with learners' needs so that more robust teaching strategies can be followed to truly meet the desired learning outcomes. This will definitely help the teacher-educators as well as the instructors in improvising their teaching practices that suit their classrooms well.

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Teacher Beliefs About Reading Motivation and Their Enactment in Classrooms: The Development of a Survey Questionnaire

Cited by 12 publications

References 27 publications

The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching

The Far Reaching Influence of Early Literacy Education: Beginning Teachers Look to Their Own Early Literacy Teachers as Role Models for Their Teaching

Measuring Adolescents' Attitudes Toward Reading: A Classroom Survey

Understanding of Reading Among Teachers and Learners: A Descriptive Study of Pre-University English Language Teaching /Learning in Saudi Arabia

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