Teaching reading study skills and course content to preservice teachers

Olson, Mary W.; Gillis, M. K.

doi:10.1080/19388078309557752

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…When surveyed, members of the Reading Hall of Fame faulted inadequate preservice education as the “most persistent problem” teachers face, specifically noting a lack of realistic field experiences (Bauman, Ro, Duffy-Hester, & Hoffman, 2000). Researchers agree that quality field experiences play a critical role in learning to teach reading (Hoffman et al, 2005; Olson & Gillis, 1983). Recent reviews of the literature concerning preparation for the teaching of reading generally support the efficacy of field experiences in helping preservice teachers (PSTs) connect theory and practice (Anders, Hoffman, & Duffy, 2000; National Reading Panel (NRP), 2000; Pang & Kamil, 2003).…”

mentioning

confidence: 99%

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

et al. 2010

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This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

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confidence: 99%

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

et al. 2010

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“…According to what Yılmaz (2002), Kuhne (1995), Chumas (1991), Wales (1988) and Oldfield (1980) reported; It is pointed out that the teacher needs to improve and develop the habits of reading and using the library for his/her students, and he/she needs to be educated/trained in these habits both during his/her undergraduate education period and after he/she starts working. Olson and Gillis (1983) in their study revealed that teachers do not have a positive attitude towards reading. Another study by McNinch and Steelman (1990) confirms this.…”

Section: Schoolmentioning

confidence: 88%

A Study on Using the University Library and Reading Habits of Students: A Study on Tishk International University Students in Erbil, Iraq

Çelik¹

2019

IJEL

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The library uses habits of the students and their choices what to read change dramatically from student to student. Reading habits of newspapers are indicated very low in statistics, while reading habits of books were relatively much higher. In addition, the habits of library use are different, so the underlying reasons should be delved into. The aim of this study is to reveal the use of the university library and reading habits of Tishk International University Education Faculty students. 200 students who were randomly chosen from 530 students from different departments of the Faculty participated in this survey voluntarily. Descriptive and correlational research model was used in the study. In the analysis of the data, the questionnaire technique and the “chi-square test” was used. According to the results of the study; students’ use of the university library and reading habits were found to be high (strong habits). On the other hand, it was concluded that students’ newspaper reading habits were lower than those of reading books. Students who think that they have not read enough books, magazines and similar reading sources have cited the problem of not finding time as a reason and the lack of the printed media and publishing in the country. In addition, it is clear that students with a high frequency of library use have academic success and a strong reading habit. On the other hand, no significant relationship was found between the frequency of reading the books and the levels of income and the level of education of parents.

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“…(Olson and Gillis, 1983;McNinch and Steelman, 1990;LaBonty, 1991;Myers, 1993;Timbs, 1993;Esgin and Karadağ, 2000;Semerci, 2002;Balcı, 2003;Saracaloğlu, Bozkurt and Serin, 2003;Saracaloğlu, Karasakaloğlu and Yenice, 2007;Kolaç, 2007). According to Odabaş, Odabaş and Polat (2008) study, 4.6% of the students never read books in a year, 46.1% read between 1 and 5 books, while 38,5% read books between 6-11, 10,9% read more than 12 books.…”

Section: Discussionmentioning

confidence: 99%

A Research on Book Reading Habits of Turkish Teachers

Akçay¹

2017

JETS

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Reading is the act of understanding and interpreting itself and its surroundings from the moment that human being is present. Therefore, individuals those who would like to know the environment better should have gained the reading habit. Turkish teachers are one of the effective factors in the acquisition of reading habits. It is necessary for the Turkish teachers who are role-models in every sense to be an example in reading books and encourage them. The purpose of this research is to examine the reading habits of Turkish teachers. In the study, the screening model was pursued with purpose of the determine the reading habits of Turkish teachers. As for that the sample of the research, is consist of 92 Turkish Teachers. By using easily accessible sampling method in the study, the teachers, who are on duty in these two countries, have been involved in the study. In order to collect data in the study, "Personal Information Form", where 4 questions about teachers 'personal information were prepared, and prepared "Reading Habit Form", which was used to describe teachers' reading habits, were being used. As a result of the study, it has been determined that Turkish teachers read regular books, have limited time to read daily books, prefer literary works to read frequently, do not follow any newspaper or magazine, and can not allocate the necessary budget for the book.

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Teaching reading study skills and course content to preservice teachers

Cited by 5 publications

References 2 publications

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

A Study on Using the University Library and Reading Habits of Students: A Study on Tishk International University Students in Erbil, Iraq

A Research on Book Reading Habits of Turkish Teachers

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